REESE  LIBRARY 

!  HK 

UNIVERSITY  OF  CALIFORNIA. 


C/.7SS  NO. 


REESe 


History  of  the 

Central  High  School 

of  Philadelphia 


ALEXANDER    DALLAS   BACHE 

Principal,  1839-1842 


History  of  the 

Central  High  School 

of  Philadelphia 

By 

Franklin  Spencer  Edmonds,  A.M. 

Assistant  Professor  of  Political  Science,  Central  High  School,  and 
Master  of  Archives  of  the  Associated  Alumni 


Philadelphia 

J.  B.  Lippincott  Company 
1902 


y^oF 


COPYRIGHT,  1902 

BY 
J.  B.  LIPPINCOTT  COMPANY 

Published  January,  1902 


REESi 


PRINTED    BY   J.  B.   LIPPINCOTT    COMPANV,    PHILADELPHIA,    U.S.A. 


TO  THE  MEMORY 

OF 

MY  FATHER 


"  Remember,  that  the  learning  of  the  few  is 
despotism,  the  learning  of  the  many  is  liberty ; 
and  that  intelligent  and  principled  liberty  is 
fame,  wisdom,  and  power" — BACON 


Preface 

* 

No  one  can  study  the  growth  of  a  great  public  school, 
with  its  struggles, — first  for  existence  and  later  for  in- 
dependence and  support, — without  appreciating  how 
closely  it  has  entered  into  the  life  of  the  people.  This 
history  is  the  outgrowth  of  a  sincere  desire  to  record 
formally  the  work  and  the  traditions  of  one  of  the  strong 
educational  influences  in  the  development  of  Philadel- 
phia. It  is  offered  as  a  tribute  to  the  long  line  of  honor- 
able and  upright  men  who,  under  the  stimulating  leader- 
ship of  Bache,  Hart,  Maguire,  and  Riche,  were  content 
to  lead  the  quiet  life  of  the  public  school  teacher.  The 
results  of  their  work  are  to  be  found  in  the  careers  of 
their  pupils.  While  in  these  days  no  argument  for  pub- 
lic education  is  necessary,  it  is  hoped  that  this  account 
of  the  work  of  one  school  may  encourage  those  who  in 
other  places  are  advocating  higher  education  for  all, 
under  the  auspices  of  the  state. 

I  have  to  acknowledge  courteous  and  ready  assistance 
from  many  Alumni  and  others  who  were  interested  in 
the  work.  As  the  sources  of  information  were  largely 
personal  memories  and  recollections,  it  has  been  deemed 
wise  to  give  a  complete  list  of  those  who  have  helped  in 
the  preparation  of  the  work,  and  whose  co-operation  is 
gratefully  acknowledged.  In  the  revision  of  the  proofs 
special  aid  has  been  given  by  William  Perrine,  Robert 
Ellis  Thompson,  the  late  Samuel  B.  Huey,  George  How- 
ard Cliff,  and  William  Clarke  Mason,  whose  suggestions 


viii  PREFACE 

have  diminished  materially  the  errors.  Harry  Shelmire 
Hopper,  Historian  of  the  Associated  Alumni,  has  been 
a  constant  counsellor  and  a  sagacious  critic;  he  com- 
menced the  accumulation  of  the  historical  material  with 
which  I  have  worked;  he  formed  the  collection  of  por- 
traits of  the  Faculty  with  which  the  volume  is  illustrated  ; 
and  by  his  devotion  to  the  interests  of  the  school  he  en- 
abled me  to  understand  more  completely  the  loyalty  and 
the  affection  which  the  Alumni  of  the  Central  High 
School  cherish  towards  their  Alma  Mater. 

My  colleagues  of  the  present  Faculty  will  understand 
that  the  brief  treatment  which  is  accorded  those  who 
have  been  elected  to  the  Faculty  since  1885  is  not  to  be 
attributed  to  any  lack  of  appreciation  of  the  good  work 
that  has  been  done  in  the  recent  period.  But  I  have  felt 
that  an  exhaustive  discussion  of  their  work  can  come 
more  appropriately  at  a  later  time.  It  is  for  the  same 
reason  that  the  collection  of  the  portraits  of  the  Faculty 
includes  only  those  elected  to  professorships  prior  to 
1890. 

Finally,  I  have  hoped  that  this  record  would  help  the 
public  to  understand  more  fully  the  aims  and  ideals  with 
which  the  "  People's  College"  was  founded,  and  thus  win 
for  the  school  a  more  complete  appreciation  of  the  value 
of  its  work  to  the  community  that  has  supported  it  with 
abundant  good  will. 


F.  S.  E. 


30th  November,  1901. 
CENTRAL  HIGH  SCHOOL,  PHILADELPHIA. 


Contents 


CHAPTER   I 

THE  EVOLUTION  OF  PUBLIC  EDUCATION  IN  PENNSYLVANIA  ......      7 

CHAPTER   II 
THE  ESTABLISHMENT  OF  THE  CENTRAL  HIGH  SCHOOL  ..........    28 

CHAPTER   III 
BACHE  AND  HIS  COLLEAGUES  .................................    47 

CHAPTER   IV 
THE  LIFE  AND  THE  WORK  ....................................    61 

CHAPTER   V 
THE  ASTRONOMICAL  OBSERVATORY  .............................     81 

CHAPTER   VI 
JOHN  S.  HART  AND  HIS  FACULTY  .............................     98 

CHAPTER   VII 
THE  HART  ADMINISTRATION  ..................................  123 

CHAPTER   VIII 
RECOLLECTIONS  AND  REMINISCENCES  ..........................  158 

1  CHAPTER   IX 

NICHOLAS  H.  MAGUIRE  AND  THE  CIVIL  WAR  ..................  176 

CHAPTER   X 
THE  PRESIDENCY  OF  GEORGE  INMAN  RICHE"  ....................  195 

CHAPTER   XI 

JOURNALISM  IN  THE  SCHOOL  ..................................  228 

ix 


x  CONTENTS 

CHAPTER   XII  PAGE 

THE  STUDENT  AT  PLAY 248 

CHAPTER   XIII 
THE  MODERNIZATION  OF  THE  SCHOOL  .  .  264 


CHAPTER   XIV 
THE  ALUMNI  ...............................................  290 


APPENDIX   A 

LIST  OF  OFFICERS  OF  THE  BOARD  OF  PUBLIC  EDUCATION  AND 
MEMBERS  OF  THE  HIGH  SCHOOL  COMMITTEE  .......  !  ........  313 

APPENDIX   B 

LIST  OF  PRESIDENTS,  PROFESSORS,  INSTRUCTORS,  AND  ASSISTANTS 
AT  THE  CENTRAL  HIGH  SCHOOL  FROM  1838  TO  1901,  ARRANGED 
ALPHABETICALLY  .........................................  319 

APPENDIX   C 
RECORD  OF  COMMENCEMENTS  .................................  350 

APPENDIX   D 
LIST  OF  HONORS  CONFERRED  AT  GRADUATION  ...................  357 

APPENDIX   E 
LIST  OF  VALEDICTORIANS  ......................................  365 

APPENDIX   F 
ARMY  AND  NAVY  LIST  .......................................  368 

APPENDIX   G 
COURSES  OF  STUDY   ....................................  follow  386 


INDEX  .......................................................  387 


Illustrations 


PAGE 

ALEXANDER  DALLAS  BACHE  ......................  Frontispiece. 

EARLY  FRIENDS  OF  THE  CENTRAL  HIGH  SCHOOL  :   SAMUEL  BRECK, 

GEORGE  SMITH,  GEORGE  M.  JUSTICE,  GEORGE  M.  WHARTON, 

THOMAS  DUNLAP,  JESSE  R.  BURDEN  ......................    26 

THE  FIRST  BUILDING  .........................................    38 

JOHN  FROST,  ENOCH  COBB  WINES,  E.  OTIS  KENDALL,  WILLIAM 

VOGDES,  SEARS  COOK  WALKER,  HENRY  MCMURTRIE  ........    42 

REMBRANDT  PEALE,  JOHN   SANDERSON,   OLIVER  ABBOTT   SHAW, 

JOHN  C.  CRESSON,  JAMES  C.  BOOTH,  JOHN  F.  FRAZER  ......     56 

THE  HIGH  SCHOOL  OBSERVATORY  .............................    96 

JOHN  SEELY  HART  ...........................................  102 

FRANCOIS   A.   BREGY,   HENRY   HAVERSTICK,   GEORGE  J.   BECKER, 

JAMES  RHOADS,  MARTIN  H.  BOYE,  JAMES  A.  KIRKPATRICK.  .  114 
THE  SECOND  BUILDING  .......................................  142 

ALEXANDER  J.  MACNEILL,  FREDERICK  A.  ROESE,  JAMES  MCCLUNE, 

EDWARD  W.  VOGDES,  B.  HOWARD  RAND,  LEWIS  ANGELE  ____  164 

NICHOLAS  HARPER  MAGUIRE  ..................................  178 

HENRY  HARTSHORNE,  JOSEPH   W.  WILSON,  JOSEPH   B.   BEALE, 

DANIEL  W.  HOWARD,  GEORGE  STUART,  ISAAC  NORRIS  .......  190 

GEORGE  INMAN  RICHE  .......................................  196 

JOHN  KERN,  DAVID  W.  BARTINE,  EDWIN  J.  HOUSTON,  JACOB  F. 

HOLT,  GEORGE  CORLISS,  GEORGE  W.  SCHOCK  ................  200 

MAX  STRAUBE,  ELIHU  THOMSON,  SAMUEL  MECUTCHEN,  FRED- 

ERICK   F.    CHRISTINE,    WILLIAM    H.    GREENE,    MONROE    B. 

SNYDER    .................................................  204 

xi 


xii  ILLUSTRATIONS 

PAGE 

THE  ASSEMBLY  HALL 220 

HENRY  LEFFMANN,  ANDREW  J.  MORRISON,  GEORGE  HOWARD  CLIFF, 

HENRY  WILLIS,  ALBERT  H.  SMYTH,  WILLIAM  L.  SAYRE 222 

WILLIAM  A.  MASON,  OSCAR  C.  S.  CARTER 224 

A  CORNER  IN  THE  BASEMENT  258 

FRANKLIN  TAYLOR 264 

ZEPHANIAH  HOPPER  266 

HENRY  CLARK  JOHNSON 268 

ROBERT  ELLIS  THOMPSON 272 

THE  NEW  BUILDINGS  .                                           282 


Author's  Acknowledgment 


The  author  desires  to  acknowledge  the  courteous  assistance  of 
the  following: 


CALVIN  O.  ALTHOUSE. 
HON.  WILLIAM  N.  ASHMAN. 
JAMES  G.  BARN  WELL. 
PROF.  DAVID  W.  BARTINE. 
JOHN  BARTLETT. 
HON.  ABRAHAM  M.  BEITLER. 
HON.  CRAIG  BIDDLE. 
WILLIAM  BLUM. 
GEORGE  I.  BODINE. 
PETER  BOYD,  ESQ. 
PROF.  MARTIN  H.  BOYE. 
WILLIAM  B.  BRAY. 
DR.  EDWARD  BROOKS. 
PROF.  ELMER  E.  BROWN. 
HENRY  E.  BUSCH,  ESQ. 
JOHN  M.  CAMPBELL,  ESQ. 
DR.  WILLIAM  J.  CAMPBELL. 
W.  WILSON  CARLILE,  ESQ. 
SAMUEL  E.  CAVIN,  ESQ. 
GEORGE  HOWARD  CLIFF. 
J.  HORACE  COOK. 
JOEL  COOK. 

DR.  OLIVER  P.  CORN  MAN. 
CHARLES  S.  CROWELL. 
HON.  GEORGE  M.  DALLAS. 
PROF.  GEORGE  DAVIDSON. 
WILLIAM  DICK. 
HENRY  D'OLIER,  JR. 
PROF.  CHARLES  S.  DOLLEY. 
PATTERSON  DuBois. 
Miss  R.  B.  DUNLAP. 
SAMUEL  DUTTON. 
HENRY  R.  EDMUNDS,  ESQ. 


FRANZ  EHRLICH,  JR.,  ESQ. 

DR.  ROLAND  P.  FALKNER. 

JOHN  R.  FANSHAWE. 

FREDERICK  FRALEY. 

MRS.  J.  PALMER  FULLERTON,  JR. 

HENRY  GEORGE,  JR. 

DR.  HENRY  GERHART. 

EDWARD  GIDEON. 

DANIEL  W.  GRAFLY. 

SIMON  GRATZ,  ESQ. 

PROF.  WILLIAM  H.  GREENE. 

GUY    GUNDAKER. 

ANDREW  F.  HAMMOND. 
PROF.  J.  MORGAN  HART. 
GEORGE  BARCLAY  HAWKES,  ESQ. 
MRS.  SIMEON  C.  HILL. 
HARRY  SHELMIRE  HOPPER,  ESQ. 
PROF.  ZEPHANIAH  HOPPER. 
ARTHUR  B.  HOUSEMAN,  ESQ. 
PROF.  EDWIN  J.  HOUSTON. 
PROF.  DANIEL  W.  HOWARD. 
SAMUEL  B.  HUEY,  ESQ. 
WASHINGTON  HUTTENLOCK. 
JOHN  STORY  JENKS. 
JOHN  W.  JORDAN. 
PAUL  KAVANAGH. 
PROF.  HARRY  F.  KELLER. 
GEORGE  W.  KENDRICK,  JR. 
GEORGE  E.  KIRKPATRICK. 
MAJ.  WILLIAM  H.  LAMBERT. 
DAVID  H.  LANE. 
GEN.  JAMES  W.  LATTA. 
DR.  Louis  J.  LAUTENBACH. 
xiii 


xiv        AUTHOR'S    ACKNOWLEDGMENT 


PROF.  HENRY  LEFFMANN. 

LIBRARY  OF  THE  AMERICAN 
PHILOSOPHICAL  SOCIETY. 

LIBRARY  OF  THE  HISTORICAL  SO- 
CIETY OF  PENNSYLVANIA. 

LIBRARY  OF  PEDAGOGY,  CITY 
HALL. 

LIBRARY  OF  The  Press. 

PAUL  LOANE. 

GEORGE  V.  Z.  LONG. 

WILLIAM  J.  LONG. 

DR.  JAMES  MACALISTER. 

CHARLES  V.  MACMANUS. 

JARVIS  MASON. 

WILLIAM  CLARKE  MASON. 

WILLIAM  H.  MEARNS. 

PROF.  SAMUEL  MECUTCHEN. 

PROF.  JOHN  M.  MILLER. 

CRAIG  S.  MITCHELL. 

HON.  JAMES  T.  MITCHELL. 

THOMAS  L.  MONTGOMERY. 

HARRISON  S.  MORRIS. 

SIDNEY  F.  MORRIS. 

JOHN  NOLEN. 

Louis  NUSBAUM. 

EDWARD  E.  PENNEWILL. 

WILLIAM  PERRINE. 

FRANK  P.  PRICHARD,  ESQ. 

FRANK  M.  RAMSEY. 

CONYERS  READ. 

JOSEPH  R.  RHOADS,  ESQ. 

MRS.  EDITH  NEWTON  ROGERS. 

PROF.  JONATHAN  T.  RORER,  JR. 

JOSEPH  G.  ROSENGARTEN,  ESQ. 

HORACE  M.  RUMSEY,  ESQ. 

GEORGE  P.  RUPP. 


JULIUS  F.  SACHSE. 
Miss  EMILY  SARTAIN. 
PROF.  ELLIS  A.  SCHNABLE. 
CAPT.  FREDERICK  SCHOBER. 
DR.  EDWIN  P.  SEAVER. 
JOHN  P.  J.  SENSENDERFER. 
DR.  J.  KINZER  SHELL. 
CLAYTON  F.  SHOEMAKER. 
ALEXANDER  SIMPSON,  JR.,  ESQ. 
DR.  EDGAR  A.  SINGER,  ESQ. 
JACOB  SINGER,  ESQ. 
HARRY  N.  SLONIMSKY. 
A.  LEWIS  SMITH,  ESQ. 
SIDNEY  E.  SMITH. 
HON.  T.  GUILFORD  SMITH. 
PROF.  ALBERT  H.  SMYTH. 
DR.  S.  SOLIS  COHEN. 
WILLIAM  H.  STAAKE,  ESQ. 
GEORGE  STEVENSON. 
ROBERT  ELLIS  THOMPSON. 
ELIHU  THOMSON. 
GEORGE  ALFRED  TOWN  SEND. 
JOSEPH  M.  TRUMAN. 
JAMES  S.  WARNER. 
HARVEY  M.  WATTS. 
STEPHEN  W.  WHITE. 
DR.  TALCOTT  WILLIAMS. 
PROF.  HENRY  WILLIS. 
STEPHEN  N.  WINSLOW. 
CLINTON      ROGERS      WOODRUFF, 

ESQ. 

WILLIAM  WOODS. 
RICHARDSON  L.  WRIGHT. 
HON.  JAMES   RANKIN   YOUNG. 
FRANK  O.  ZESINGER. 
PROF.  CHARLES  N.  ZEUBLIN. 


History  of  the 
Central   High   School 


CHAPTER    I 

THE   EVOLUTION    OF    PUBLIC    EDUCATION    IN 
PENNSYLVANIA 

THE  effort  of  a  free  people  to  provide  for  the  education 
of  their  children  as  a  necessity  for  the  maintenance  of 
their  political  institutions  makes  a  story  of  interest  and 
of  importance.  Especially  is  this  true  when  the  move- 
ment meets  with  criticism  and  opposition,  when  its  leaders 
are  hampered  by  the  absence  of  any  general  apprecia- 
tion of  the  value  of  the  issue,  and  when  violent  prejudice 
of  race,  religion,  and  class  is  aroused  and  must  be  over- 
come. This  was  the  case  in  Pennsylvania.  While  an 
interest  in  education  may  be  traced  back  to  the  earliest 
days  in  the  history  of  the  Commonwealth,  the  estab- 
lishment of  a  public  school  system  that  should  be  under 
the  control  of  the  people  and  for  the  benefit  of  all  classes 
of  the  people  did  not  come  until  a  half-century  after  the 
Treaty  of  Paris  had  recognized  that  the  American 
colonies  were  an  independent  federation,  free  to  work 
out  their  destiny  along  such  lines  as  the  popular  will 
would  prescribe. 

7 


8  HISTORY    OF    THE 

Within  three  months  after  the  Declaration  of  Inde- 
pendence a  convention,  which  assembled  at  Philadelphia, 
framed  and  promulgated  the  first  Constitution  of  the 
Commonwealth  of  Pennsylvania.  One  of  its  clauses  well 
expresses  the  attitude  of  our  Revolutionary  forefathers 
towards  public  education,  as  follows : 

"  SECTION  44.  A  school  or  schools  shall  be  established  in  each 
county  by  the  Legislature  for  the  convenient  instruction  of  youth, 
with  such  salaries  to  the  masters  paid  by  the  public  as  may  enable 
them  to  instruct  youth  at  low  prices:  and  all  useful  learning  shall 
be  duly  encouraged  and  promoted  in  one  or  more  universities." 

This  foundation  would  not  support  a  free  school  sys- 
tem, although  it  suggests  the  early  appreciation  of  the 
danger  in  a  system  which  removed  an  education  from 
the  reach  of  the  people  by  fees  so  large  as  to  be  pro- 
hibitory to  many.  While  the  War  of  the  Revolution  was 
in  progress,  little  could  be  done  outside  of  the  mere  strug- 
gle for  existence;  but  when  the  victory  had  been  won 
the  interest  in  education  revived,  and  in  the  Constitu- 
tional Convention  of  1790  the  fight  for  free  schools  was 
inaugurated. 

WThen  the  article  on  education  was  first  reported  to  the 
Convention  of  1790  it  embodied  in  substance  the  provi- 
sion just  cited  from  the  earlier  Constitution,  except  that, 
the  Legislature  was  relieved  of  the  obligation  to  pro- 
vide for  the  establishment  of  schools.  Under  this  article 
any  law  establishing  free  schools,  or  even  a  law  making 
the  schools  free  to  the  poor,  would  have  been  unconsti- 
tutional. A  movement  to  broaden  this  provision  was  at 
once  instituted,  led^by  Colonel  Timothy  Pickering,  a 
native  of  Massachusetts  who  had  removed  to  Pennsyl- 
vania and  who  represented  the  County  of  Luzerne  in 


CENTRAL    HIGH    S 

the  Convention.  This  section  of  the  State  belonged  to 
one  belt  of  the  Wyoming  Valley  whose  pioneer  settlers 
had  come  from  Connecticut  and  where  schools  had  been 
early  established  under  township  control.  Mr.  Pickering 
introduced  in  the  Convention  a  resolution  that  the  poor 
should  be  educated  gratis,  and  the  article  which  he 
framed  was  finally  adopted,  namely, — 

"ARTICLE  VII.,  SECTION  i.  The  Legislature  shall,  as  soon  as  con- 
veniently may  be,  provide,  by  lajv,  for  the  establishment  of  schools 
throughout  the  State,  in  such  manner  that  the  poor  may  be  taught 
gratis. 

"  SECTION  2.  The  arts  and  sciences  shall  be  promoted  in  one  or 
more  seminaries  of  learning." 

This  provision  was  repeated  in  the  Constitution  of 
1838,  and  remained  unchanged  until  1873.  Under  its 
authority  our  system  of  free  and  public  schools  was  es- 
tablished. The  clause  originally  authorized  free  educa- 
tion for  the  poor  only,  but  the  Supreme  Court  of  the 
Commonwealth  decided  in  1851  *  that  it  did  not  forbid 
the  establishment  of  free  schools  for  all  children,  rich  and 
poor  alike.  Mr.  Pickering  afterwards  attained  to  national 
eminence ;  he  served  as  Postmaster-General,  Secretary  of 
War,  and  Secretary  of  State  in  the  administrations  of 
Washington  and  Adams;  after  his  return  to  Massachu- 
setts he  was  elected  to  the  United  States  Senate  and  to  the 

*  Commonwealth  vs.  Hartman,  17  Pa.,  118.  "It  seems  to  be 
believed  that  the  last  clause  of  this  section  is  a  limitation  to  the 
power  of  the  Legislature,  and  that  no  law  can  be  constitutional 
which  looks  to  any  other  object  than  that  of  teaching  the  poor  gratis. 
The  error  consists  in  supposing  this  to  define  the  maximum  of 
legislative  power,  while  in  truth  it  only  fixes  the  minimum.  It 
enjoins  them  to  do  this  much,  but  does  not  forbid  them  to  do 
more." 


io  HISTORY    OF    THE 

House  of  Representatives;  but  not  the  least  among  the 
public  services  of  his  distinguished  career  was  his  advo- 
cacy of  a  State  system  of  public  schools  at  a  time  when 
the  idea  was  too  new  to  be  popular  and  too  expensive  to 
be  pleasing  to  his  audience.* 

In  a  lecture  upon  "  The  Fight  for  Free  Schools  in 
Pennsylvania/'  the  last  educational  paper  of  a  busy  life, 
Dr.  James  P.  Wickersham,  formerly  State  Superinten- 
dent of  Public  Instruction,  thus  epitomizes  the  effect  of 
this  constitutional  provision  upon  educational  policy  : 

"  For  forty  years  and  more  this  Article  continued  to  be  a  bone 
of  contention,  one"  party  stoutly  affirming  that  it  required  the  Legis- 
lature to  establish  a  general  system  of  education,  and  the  other 
maintaining  as  stoutly  that  it  only  made  imperative  the  duty  of 
providing  gratuitous  instruction  for  the  poor.  Details  are  impos- 
sible in  a  brief  lecture,  but  there  was  not  a  governor's  message 
from  1790  to  1834  in  which  the  question  was  not  brought  forward, 
— not  a  session  of  the  Legislature  in  which  the  opposing  forces  did 
not  appear  in  battle  array  if  not  actually  come  to  blows, — not  a 
year  in  which  the  people  did  not  agitate  the  subject  in  public 
meetings  or  by  means  of  newspapers  or  petitions  to  the  Legisla- 
ture. The  friends  of  a  general  system  were  nearly  always  in  a 
minority;  as  early  as  1794,  however,  they  passed  their  bill  in  both 
houses  of  the  Legislature,  but  it  was  lost  in  a  conference  com- 
mittee; and  in  1824  their  bill  became  a  law,  but  was  repealed 
two  years  later,  having  been  so  bitterly  opposed  as  to  accomplish 
little  good.  The  reign  of  the  majority  is  shown  in  the  laws 
of  1802,  1804,  and  1809,  setting  up  what  came  to  be  known 
as  '  pauper  schools,'  schools  admitting  poor  children,  but  no 
others,  without  charge.  But  defeated  one  year,  the  earnest,  pub- 
lic-spirited schoolmen  next  year  renewed  the  fight;  as  one  leader 
went  v  down  another  stepped  forth  to  supply  his  place,  and  the 


*  Among  the  other  friends  of  education  in  this  Convention  may 
be  mentioned  Thomas  McKean,  of  Philadelphia,  Enoch  Edwards, 
of  Philadelphia  County,  and  William  Findlay,  of  Westmoreland. 


CENTRAL    HIGH    SCHOOL  n 

glorious  flag  under  which  they  fought  was  never  lowered  to  the 
enemy."  * 

During  this  half-century  of  legislative  struggle  there 
was  carried  on  in  Philadelphia  a  quiet  yet  effective  work 
for  education  under  the  auspices  of  various  charitable 
and  religious  associations.  In  the  year  of  the  Constitu- 
tional Convention,  1790,  a  number  of  Sunday-schools 
were  established  (for  instruction  in  secular  as  well  as 
religious  knowledge)  by  an  association  of  which  Bishop 
White  was  president,  and  in  which  the  leading  spirit  was 
Dr.  Benjamin  Rush.  Six  years  later  an  association  of 
ladies  of  the  Society  of  Friends,  led  by  Anna  Parrish 
and  Catherine  W.  Morris,  opened  a  free  school  for 
girls,  out  of  which  grew  "  The  Society  for  the  Free 
Instruction  of  Female  Children."  In  1799  a  free  school 
for  boys  was  established  by  William  Nekeris,  Philip 
Garrett,  and  Joseph  Briggs.  At  first  instruction  was 
given  at  night  by  these  young  men,  aided  by  six  others, 
— apprentices  and  clerks,  who  alternately  took  charge  of 
classes  in  the  ordinary  branches  of  an  English  education. 
In  1 80 1  their  Society  was  enlarged  and  remodelled  under 
the  title  of  "  The  Philadelphia  Society  for  the  Estab- 
lishment and  Support  of  Charity  Schools."  In  the  same 
year  the  work  of  this  Society  was  expanded  through 
an  unexpected  endowment,  obtained  from  the  estate 
of  Christopher  Ludwick,  "  Baker-General  of  the  Con- 
tinental Army  during  the  Revolutionary  War."  His 
will  prescribed  that  his  residuary  estate  should  be  left 
to  the  association  which  should  be  first  incorporated  for 
the  purpose  of  teaching,  gratis,  poor  children  in  the  city 

*  The  School  Journal,  June,  1891. 


12  HISTORY    OF    THE 

or  liberties  of  Philadelphia,  without  regard  to  country, 
extraction,  or  religion  of  their  parents  or  friends.  There 
was  an  honorable  rivalry  between  the  infant  Society  and 
the  trustees  of  the  University  of  Pennsylvania  to  obtain 
this  bequest,  which  culminated  in  an  exciting  race  to 
Lancaster  between  Joseph  B.  Eves,  then  president  of  the 
Society,  and  a  messenger  of  the  University.  The  victory 
depended  upon  the  priority  of  incorporation,  and  went  to 
the  Society  through  the  strenuous  efforts  of  its  president, 
who  rode  the  sixty-six  miles  in  seven  hours,  and  so  estab- 
lished a  right  to  the  legacy.  The  proceeds  of  this  fund, 
and  other  bequests  of  a  similar  nature,  enabled  the  So- 
ciety to  establish  free  schools,  which  continued  for  many 
years  side  by  side  with  the  public  schools  of  the  city, 
until,  in  1894,  after  almost  a  century  of  noble  work,  the 
Society  transferred  its  property  to  the  Board  of  Public 
Education  and  disbanded.* 

*  "  In  the  winter  of  1799  a  few  young  men  were  in  the  habit  of 
assembling  on  stated  evenings  for  the  purpose  of  social  conversa- 
tion at  a  public-house.  .  .  .  On  one  of  these  occasions,  tradition 
relates  that  William  Nekeris  came  in  much  later  than  the  pre- 
scribed hour,  and  upon  being  called  to  account  for  his  tardy  ap- 
pearance, replied  that  he  had  allowed  himself  to  be  detained  to 
witness  a  most  praiseworthy  effort  by  some  benevolent  young 
women  to  teach  gratuitously  poor  girls  who  had  no  other  means 
of  acquiring  an  education,  that  their  undertaking  had  greatly  inter- 
ested him,  that  he  could  not  help  thinking  that  it  would  be  much 
more  creditable  to  himself  and  his  friends  to  employ  their  leisure 
in  the  same  way  in  teaching  poor  boys  than  to  spend  it  in  the  in- 
dulgence of  merely  social  intercourse.  This  suggestion  appears  to 
have  been  the  first  seed  from  which  our  flourishing  Society  and 
prosperous  schools  have  grown." — Constitution  and  Laws  of  the 
Philadelphia  Society  for  the  Establishment  and  Support  of  Charity 
Schools,  1860. 


CENTRAL    HIGH    SCHOOL  13 

There  were  many  other  pioneer  attempts  at  free  educa- 
tion, but  the  interest  of  this  narrative  must  centre  upon 
the  system  of  schools  established  under  public  auspices 
and  maintained  by  public  support. 

In  1809  an  act  of  the  Legislature  established  the 
"  pauper"  principle  in  the  schools  of  the  Commonwealth, 
whereby  parents  who  would  declare  their  inability  to 
pay  for  the  schooling  of  their  children  could  send  them 
to  the  nearest  private  school  and  their  fees  would  be 
paid  from  the  County  Treasury.  Neither  regulation  nor 
supervision  of  free  schooling  was  provided,  and  parents 
were  obliged  to  place  the  stigma  of  pauperism  upon  their 
children  to  obtain  the  benefit  of  the  act.  One  year 
later  Governor  Simon  Snyder  directed  attention  to  the 
need  of  a  general  educational  system  in  his  annual  mes- 
sage, and  his  suggestion  was  championed  in  the  House 
of  Representatives  by  Nicholas  Biddle,  the  eminent  finan- 
cier. A  committee,  of  which  Mr.  Biddle  was  chairman, 
reported  in  favor  of  a  system  of  district  schools,  to  be 
supported  partly  by  taxation  and  partly  by  fees,  but  no 
legislation  resulted. 

After  the  War  of  1812-15,  during  a  period  of  great 
industrial  distress,  there  was  organized  in  Philadelphia 
a  body  of  citizens  known  as  "  The  Pennsylvania  Society 
for  the  Promotion  of  Public  Economy."  Its  founders 
were  intelligent  citizens,  of  broad  public  spirit,  and  actu- 
ated by  a  sincere  desire  "  to  investigate  into  the  present 
system  of  public  economy,  to  expose  its  defects,  and  to 
recommend  to  the  public  a  radical  reform,  where  one  is 
desirable."  In  order  to  work  effectively  it  appointed  five 
committees  to  consider  various  phases  of  the  public 


14  HISTORY    OF    THE 

economy, — viz.,  the  Poor  Laws,  Public  Prisons,  Do- 
mestic Economy,  Suppression  of  Vice  and  Immorality, 
and  Public  Schools.  The  reports  of  these  committees, 
presented  on  November  10,  1817,  form  an  epoch  in  the 
development  of  Philadelphia.  The  Committee  on  Pub- 
lic Schools,  of  which  Roberts  Vaux  was  chairman,  re- 
ported that  the  existing  plan  of  public  education  had  been 
"  not  only  injurious  to  the  character  of  the  rising  genera- 
tion, but  a  benevolent  fraud  upon  the  public  bounty." 
It  recommended  that  the  educational  system  of  Lancaster 
should  be  established  in  this  city,  and  as  a  means  to  that 
end  introduced  an  act  to  be  urged  for  adoption  upon  the 
Pennsylvania  Legislature. 

Joseph  Lancaster,  whose  work  was  thus  commended 
to  the  public,  was  an  Englishman,  whose  name,  together 
with  that  of  Andrew  Bell,  stands  foremost  in  the  list  of 
pioneers  in  free  education.  He  was  born  in  London  in 
1778,  and  at  the  age  of  twenty,  moved  by  the  pitiable 
condition  of  the  city  children,  he  opened  a  school  in  his 
father's  house,  to  which  many  were  admitted  without 
charge.  "  All  that  will  may  send  their  children  and 
have  them  educated  freely;  and  those  who  do  not  wish 
to  have  them  educated  for  nothing  may  pay  for  it,  if  they 
please," — such  was  his  printed  announcement.  He  de- 
veloped a  plan  of  monitorial  instruction,  whereby  the 
older  pupils  were  made  teachers  of  the  younger,  and  thus 
he  was  enabled  to  handle  an  enormous  number  of  children 
without  other  assistance  than  that  which  his  pupils 
afforded.  About  the  same  time  Andrew  Bell  published 
the  results  of  a  similar  experiment  in  Madras,  India. 
"  Give  me  four-and-twenty  children  to-day,"  said  Bell, 
"  and  I  will  supply  you  to-morrow  with  as  many 


CENTRAL    HIGH    SCHOOL  15 

teachers."  "  By  the  aid  of  monitors,"  exclaimed  Lan- 
caster, "  one  master  can  teach  one  thousand  boys." 
These  experiments  attracted  wide-spread  attention,  for 
they  came  at  a  time  when  humanitarians  felt  the  neces- 
sity of  a  systematic  scheme  of  general  education,  and  yet 
were  deterred  by  the  enormous  cost.  But  if  schools 
could  be  established  successfully  on  the  Lancasterian 
plan,  the  expense  of  teaching  would  be  but  a  slight  inci- 
dent. The  report  of  the  Committee  on  Public  Schools, 
made  in  Philadelphia  in  1817,  emphasized  this  aspect, 
and  claimed,  as  was  eventually  accomplished,  that  three 
thousand  children  could  be  educated  at  a  per  capita  cost 
of  three  dollars  per  annum! 

There  was  another  phase  of  Lancaster's  work  which 
was  also  attractive  to  those  who  had  an  interest  in  the 
public  good.  He  removed  from  the  school-room  the 
petty  barbarities  which  had  characterized  the  tyranny 
of  the  eighteenth  century  pedagogue.  To  avoid  flogging, 
which  he  held  in  great  dislike,  he  invented  a  series  of 
ingenious  punishments,  all  calculated  to  cast  ridicule  on 
the  offender,  but  not  by  the  infliction  of  physical  pain. 
"  Boys  who  came  to  school  with  dirty  faces  had  them 
washed  before  the  whole  school  by  little  girls,  who  ac- 
companied the  ablution  with  a  gentle  box  on  the  ear." 
While  his  devices  have  been  superseded  long  since,  his 
influence  in  relieving  the  school-room  of  the  stigtna  of 
cruelty  was  profound. 

His  school  secured  for  Lancaster  the  interest  of  the 
highest  classes  of  society.  The  nobility  inspected  his 
work,  and  in  1805  George  III.  accorded  him  the  honor 
of  a  personal  interview,  in  which  the  royal  approval  was 
given  to  his  plan.  De  Witt  Clinton,  in  an  address  in 


16  HISTORY    OF    THE 

New  York  City  in  1809,  publicly  commended  the  moni- 
torial schools,  and  applauded  their  founder  in  these 
words :  "  I  recognize  in  Lancaster  the  benefactor  of 
the  human  race.  I  consider  his  system  as  creating  a 
new  era  in  education, — as  a  blessing  sent  down  from 
heaven  to  redeem  the  poor  and  distressed  of  this  world 
from  the  power  and  dominion  of  ignorance."  With  such 
testimonials  the  introduction  of  these  schools  into  Amer- 
ica was  not  long  delayed.  In  1817  a  number  of  schools 
were  opened  on  this  basis  in  Philadelphia, — taught  by 
James  Edwards,  John  D.  Weston,  Abel  S.  Frood,  and 
Edward  Baker.  It  became  the  popular  "  fad"  in  educa- 
tion, and  hence  its  endorsement  by  the  influential  Society 
for  the  Promotion  of  Public  Economy  was  a  logical 
conclusion. 

As  a  result  of  this  agitation,  in  1818  the  Legislature 
enacted  a  law  which  constituted  the  County  of  Phila- 
delphia the  First  School  District  of  Pennsylvania,  and 
provided  for  the  education  of  the  children  of  the  poor 
at  public  expense.  The  general  authority  over  the 
schools  of  the  district  was  vested  in  a  Board  of  School 
Controllers,  and  it  was  further  enacted  that  "  the  prin- 
ciples of  Lancaster's  system  of  education,  in  its  most 
improved  state,  shall  be  adopted  and  pursued."  Thus 
was  authorized  the  public  school  system  of  our  city,— 
a  system  which  was  limited  in  its  operation  to  the  "  in- 
digent" class,  and  was  bound  to  a  plan  of  education  whose 
first  virtue  was  its  economy.  The  Board  of  School  Con- 
trollers, appointed  in  accordance  with  this  act,  contained 
many  excellent  citizens.  Roberts  Vaux,  who  had  led  in 
the  agitation  for  the  law,  was  elected  president  and  con- 
tinued in  office  until  1831, — the  longest  term  in  the 


CENTRAL    HIGH    SCHOOL  17 

history  of  public  education  in  Philadelphia.  Organiza- 
tion having  been  effected  in  April,  1818,  schools  were 
at  once  opened  in  the  four  sections  over  which  their 
authority  extended, — viz.,  City  proper,  Northern  Lib- 
erties and  Kensington,  Southwark,  Moyamensing,  and 
Passyunk,  and  Penn  Township.  By  the  end  of  the  year 
the  schools  contained  two  thousand  eight  hundred  and 
forty-five  children,  who,  under  the  plan  of  pupil-teachers, 
were  being  educated  at  a  cost  of  three  dollars  and  fifty- 
seven  cents  per  capita  per  annum.  "Meanwhile  Joseph 
Lancaster  had  received  an  invitation  to  come  to  America, 
and  early  in  1818  had  emigrated  to  New  York;  but 
after  a  few  courses  of  lectures  in  that  city  he  came  to 
the  conclusion  that  Philadelphia  offered  a  better  field 
for  activity,  and  so  removed  there.  He  was  cordially 
welcomed  by  the  School  Controllers  and  was  placed  in 
charge  of  a  Model  School,  to  qualify  teachers  for  ser- 
vice in  the  sections.  This  school  was  opened  on  De- 
cember 21,  1818;  it  was  situated  on  Chester  Street  above 
Race,  in  the  first  building  erected  by  the  Board  of  School 
Controllers,  and  hence  the  oldest  public  school  building 
in  Philadelphia,  and  the  first  school  for  the  training  of 
teachers  in  the  United  States. 

Thus  the  public  school  system  of  Philadelphia  was 
established.  But  the  law  under  ^vhich  the  first  Board  of 
School  Controllers  worked  contained  several  conspicuous 
Uefects,  which  hampered  the  growth  of  the  public  schools 
during  the  next  eighteen  years.  In  the  first  place,  the 
Lancasterian  system  was  established,  the  main  feature 
of  which  was  an  attempt  to  make  the  pupils  mutually 
instruct  one  another.  This  resulted  in  economy,  but  in 
exceedingly  poor  teaching.  In  the  second  place,  the 


i8  HISTORY    OF   THE 

schools  established  under  the  law  of  1818  were  of  one  uni- 
form character.  There  was  no  gradation  of  pupils.  All 
were  on  one  dead  level ;  children  of  five  years  and  learn- 
ing the  alphabet  were  in  the  same  school  with  those  of 
fifteen  pursuing  more  advanced  studies.  It  was  not  until 
after  years  of  painful  and  oftentimes  unfortunate  experi- 
ence that  the  method  was  adopted  of  grading  pupils  in 
accordance  with  their  attainments.  Again,  the  schools 
contemplated  by  this  law  were  open  only  to  the  children 
of  the  indigent,  'f  his  stigma  rendered  them  essentially 
odious  to  the  self-respecting  poor.  As  a  consequence 
the  Lancasterian  schools  of  this  period  were  not  popular, 
and  the  early  reports  of  the  Board  of  Controllers  are 
filled  with  evidence  that  the  system  thus  instituted  had  not 
met  with  a  high  degree  of  public  favor. 

In  1823,  Joseph  Lancaster  left  Philadelphia  and  went 
to  South  America,  but  his  work  was  taken  up  by  his 
disciples  and  the  Lancasterian  schools  still  continued. 
The  next  step  in  the  development  of  the  system  of  pub- 
lic education  was  taken  in  1827,  when  there  was  or- 
ganized by  a  large  group  of  citizens  "  The  Society  for  the 
Promotion  of  Public  Schools."  One  of  its  most  active 
members  was  Roberts  Vaux,  who,  as  president  of  the 
Board  of  School  Controllers,  occupied  the  most  con- 
spicuous public  position  in  connection  with  the  school 
system.  In  a  report  presented  to  this  Society  in  the 
next  year  it  was  pointed  out  that  the  radical  defect  i* 
the  then  existing  system  was  that  "  the  feelings  of  the 
poorer  classes  will  not  permit  them  to  enroll  themselves 
as  paupers  in  order  that  their  children  may  receive  their 
education  from  the  charity  of  the  public,"  and  the  report 
concludes  that  this  pauper  school  system  had  been  tried 


CENTRAL    HIGH    SCHOOL  19 

in  Pennsylvania,  Virginia,  South  Carolina,  and  in  other 
States,  "  and  the  unvarying  result  has  been  a  failure, 
complete,  unequivocal."  * 

This  Society  undertook  to  agitate  for  an  extension  of 
the  public  school  law,  and  with  faithful  energy  and  zeal 
did  they  devote  themselves  to  this  self-imposed  task. 
They  opened  a  correspondence  on  the  subject  with  the 
leading  men  in  every  county.  They  secured  so  far  as 
practicable  the  aid  of  the  public  press,  to  which  they 
furnished  articles  concerning  the  general  subject.  They 
prepared  memorials  to  the  Legislature  and  circulated 
petitions  on  behalf  of  a  system  of  public  schools.  Their 
work  bore  fruit  in  the  legislative  session  of  1833-34. 
At  this  period  George  Wolf  was  governor  of  the  Com- 
monwealth, a  man  of  good  education  with  a  slight  ex- 
perience as  a  teacher.  In  his  earliest  messages  he  took 
advanced  ground  in  favor  of  a  system  of  public  schools, 
and  as  a  result  of  the  message  of  1833  the  Legislature 
appointed  a  Committee  of  the  two  Houses  for  the  pur- 
pose of  considering  all  matters  that  pertained  to  the 
subject  of  education.  The  chairman  of  this  Committee 
was  the  Hon.  Samuel  Breck,  a  gentleman  of  the  old 
school  and  a  man  of  wide  culture  and  liberal  training. 
Mr.  Breck  was  born  in  Boston,  July  17,  1771.  He  was 
accustomed  to  describe  to  his  friends  how  he  had  been 
carried  by  his  nurse  to  an  eminence  in  order  that  he 
might  as  a  child  witness  the  filing  on  Bunker  Hill.  He 


*  First  Report  on  the  State  of  Education  in  Pennsylvania,  made 
to  The  Pennsylvania  Societies  for  the  Promotion  of  Public  Schools, 
April  12,  1828;  signed  by  Roberts  Vaux,  John  Wurts,  William  P. 
Davidson,  and  George  W.  Smith. 


20  HISTORY    OF    THE 

came  to  Philadelphia  in  1792  and  lived  for  thirty  years 
at  Sweet  Briar,  a  villa  on  the  Schuylkill.  He  had  served 
in  the  upper  branch  of  the  Pennsylvania  Legislature  from 
1817  to  1821  and  had  been  later  elected  to  the  National 
House  of  Representatives.  In  1832  he  was  again  elected 
to  the  State  Senate  for  the  express  purpose  of  aiding 
in  the  enactment  of  a  public  school  law.  "  He  told  me," 
said  Dr.  Wilmer  Worthington,  of  Chester,  who  served 
with  him  on  this  Committee  on  Education,  "  that  he  had 
come  to  the  Legislature  for  the  purpose  of  using  his  best 
efforts  to  secure  the  establishment  of  a  system  of  common 
schools  in  the  State,  and  had  it  not  been  for  this  great 
desideratum  in  the  legislation  of  the  State  he  would  not 
have  accepted  a  seat  in  the  Senate.  When  this  was  done 
his  intention  was  to  decline  any  further  public  honors 
of  this  kind."  In  December,  1833,  the  joint  Committee 
on  Schools  was  appointed,  and  at  once  formulated  a 
series  of  questions  which  were  addressed  to  the  governors 
of  the  States  where  public  education  was  established, 
asking  for  information  concerning  methods  of  revenue 
and  modes  of  instruction.  The  information  thus  obtained, 
together  with  the  letters  from  the  governors,  was  em- 
bodied in  a  report  which  was  read  in  the  Senate  January 
22,  1834,  and  which  contains  an  accurate  account  of  the 
school  systems  established  in  the  various  States.  With 
the  report  there  was  introduced  "  An  Act  to  Establish 
a  General  System  of  Education  by  Common  Schools." 
As  the  details  of  this  law  were  superseded  two  years 
later,  an  examination  of  its  provisions  is  not  essential 
to  this  account.  Suffice  it  to  say  that  the  proposed  bill 
was  enacted  with  very  little  opposition,  and  that  the 


CENTRAL    HIGH    SCHOOL  21 

credit  for  it  must  be  given  in  a  very  large  measure  to 
Governor  Wolf  and  Mr.  Breck.* 

Such  is  the  universal  popularity  of  the  public  school 
system  to-day  that  it  is  difficult  for  us  to  realize  the 
tremendous  opposition  which  this  law  aroused.  Penn- 
sylvania had  been  settled  by  people  of  divers  nationalities, 
with  peculiar  beliefs,  creeds,  customs,  and  in  some  cases 
with  different  languages.  Schools  supported  by  the  pub- 
lic were  opposed  by  many  of  the  wealthy  class,  who  had 
no  sympathy  with  the  doctrine  of  equality  upon  which 
the  free  schools  are  founded.  Several  religious  denomi- 
nations opposed  the  proposed  law,  since  they  were  already 
maintaining  at  their  own  expense  denominational  schools 
for  the  purpose  of  inculcating  the  precepts  of  their  faith. 
Many  persons  of  German  descent  combated  the  free 
school  idea  because  the  instruction  was  to  be  given  in 
the  English  language,  and  they  feared  that  it  would 
result  in  the  displacement  of  their  mother-tongue.  When 
the  Legislature  met  in  December,  1834,  both  branches 


*A  letter  from  Dr.  George  Smith,  of  Media,  Delaware  County, 
who  served  in  the  Legislature  from  1832  to  1836,  reads  as  follows: 
"  The  bill  reported  by  the  joint  committee  of  1833-34  was  generally 
regarded  as  correct  in  principle,  and,  as  most  of  the  members  of 
either  House  were  alike  inexperienced,  it  was  not  much  discussed, 
but  was  passed  by  an  unanimous  vote  in  the  Senate  and  with  but 
one  dissenting  vote  in  the  House.  Samuel  Breck,  of  the  Senate, 
chairman  of  the  joint  committee,  was  undoubtedly  the  author  of 
the  bill.  He  was  a  highly  educated  gentleman,  past  the  meridian 
of  life,  who  had  never  mixed  much  with  people  living  in  country 
districts.  Hence  we  cannot  wonder  that  the  main  fault  of  this  law, 
perhaps  its  only  material  fault,  was  the  great  amount  of  machinery 
required  to  carry  it  into  effect."  This  letter  was  written  by  Dr. 
Smith  in  his  seventy-ninth  year,  and  was  loaned  to  the  author 
through  the  courtesy  of  A.  Lewis  Smith,  Esq. 


22  HISTORY    OF    THE 

were  flooded  with  petitions  asking  for  the  repeal  of  the 
free  school  law.  As  ascertained  by  a  committee  of  the 
House,  thirty-eight  counties  out  of  fifty-one  sent  peti- 
tions asking  for  the  repeal  of  the  law,  but  few  petitions 
were  in  its  favor,  and  the  force  of  opposition  seemed 
invincible.  In  March,  1835,  an  ac^  repealing  the  law 
of  the  preceding  year  and  re-establishing  the  old  system 
of  educating  the  poor  gratis  was  passed  through  the 
Senate.  When  this  bill  was  taken  up  in  the  State  House 
of  Representatives,  it  was  amended  so  as  completely  to 
alter  its  provisions,  and,  as  a  substitute  for  the  Senate 
bill,  provisions  were  introduced  not  repealing  the  law  of 
1834  but  removing  some  of  its  more  material  defects. 
It  was  in  the  advocacy  of  this  amended  bill  that  Thad- 
deus  Stevens  won  great  fame.  Once  more  was  the  Com- 
monwealth of  Pennsylvania  debtor  to  a  son  of  New  Eng- 
land. Mr.  Stevens  was  born  in  Vermont  and  had  come 
to  Pennsylvania  in  1815.  Elected  to  the  Legislature  in 
1831,  he  had  taken  little  interest  in  the  school  legislation 
until  the  crisis  of  1835;  then  he  threw  himself  with 
ardent  zeal  into  this  important  contest,  and,  in  an  ad- 
dress of  wonderful  eloquence  and  power,  changed  votes 
by  the  effectiveness  of  his  argument  and  so  saved  the 
school  system.* 

At  the  next  session  of  the  Legislature  an  earnest  effort 
was  made  to  revise  the  school  laws  and  to  mould  the 
system  into  systematic  shape.  A  joint  Committee  on 
Education  was  again  appointed,  of  which  the  chairman 

*"Stevens's  speech  was  one  of  the  most  powerful  I  have  ever  heard. 
The  House  was  electrified.  The  wavering  voted  for  the  House  sec- 
tions, and  the  whole  system  was  saved  from  ignominious  defeat." — 
Letter  of  Dr.  George  Smith,  of  Media. 


CENTRAL    HIGH    SCHOOL  23 

in  the  Senate  was  Dr.  George  Smith,  and  in  the  House 
Mr.  Joseph  Lawrence.  Mr.  Lawrence  having  been 
elected  State  Treasurer,  the  preparation  of  the  bill  was 
placed  in  the  hands  of  Dr.  Smith,  who  thus  describes 
the  legislative  progress  of  the  bill : 

"  The  bill  was  first  started  in  the  Senate,  where  it  met  with  con- 
siderable opposition,  which  was  mostly  exhibited  in  the  shape  of 
proposed  amendments  which  were  of  a  kind  calculated  to  injure  the 
effectiveness  of  the  bill.  One  of  these  came  in  the  shape  of  a  pro- 
posed substitute  for  the  whole  bill  far  more  complicated  than  the 
act  of  1834,  and  this  only  failed  of  adoption  by  a  tie  vote.  In  the 
House  the  amendments  to  the  bill  were  very  numerous,  but  the 
larger  proportion  were  non-concurred  in  by  the  Senate,  but  were 
adopted  after  being  amended;  .  .  .  but  for  the  extra  session  I 
doubt  whether  the  school  law  could  have  been  passed  that  year." 

The  act  of  1836  formed  the  basis  of  the  public  school 
system  of  Pennsylvania.  It  contained  many  provisions 
that  are  of  importance  in  the  organization  of  school  ad- 
ministration, and  in  the  concluding  section  of  the  act 
there  were  two  provisions  of  especial  importance  to  the 
city  of  Philadelphia.  By  virtue  of  two  provisos  of  sec- 
tion 23  of  the  law,  the  Controllers  of  the  Public  Schools 
for  the  City  of  Philadelphia  were  authorized  to  establish 
the  Central  High  School;  the  section  of  the  law  of  1818 
which  rendered  the  exclusive  use  of  the  Lancasterian 
system  obligatory  upon  the  Controllers  was  repealed,  as 
were  also  all  provisions  limiting  the  benefit  of  the  public 
schools  to  the  children  of  indigent  parents.  With  the 
origin  of  the  first  proviso  this  history  is  concerned. 

When  the  bill  was  reported  to  the  House  of  Repre- 
sentatives it  did  not  contemplate  the  establishment  of 
higher  schools.  In  the  form  in  which  it  had  passed  the 
House  this  proviso  is  not  found,  but  on  June  3,  1836, 


24  HISTORY    OF    THE 

when  the  bill  was  under  consideration  in  the  Senate,  the 
following  resolution  was  offered  by  Dr.  Jesse  R.  Burden 
and  seconded  by  Mr.  Meek  Kelly: 

"  Amendment  to  the  26th  *  section  of  the  bill  entitled  '  That  the 
Controllers  of  the  Public  Schools  for  the  City  and  County  of  Phila- 
delphia be,  and  they  hereby  are  authorized  whenever  they  shall 
think  proper,  to  establish  one  Central  High  School  for  the  full 
education  of  such  pupils  of  the  public  schools  of  the  first  school 
district  as  may  possess  the  requisite  qualifications,  and  that  the 
monies  expended  in  the  establishment  and  support  of  the  said  High 
School  shall  be  provided  and  paid  in  the  same  manner  as  now  or 
shall  hereafter  be  directed  by  law  with  respect  to  the  other  public 
schools  of  the  said  district ;  and  provided  further,  that  so  much  of 
the  tenth  section  of  the  Act  of  March  3,  A.D.  eighteen  hundred  and 
eighteen,  as  renders  the  exclusive  use  of  the  Lancasterian  system  in 
the  first  school  district  obligatory  upon  the  Controllers,  and  all 
such  provisions  (if  any)  in  the  said  Act  and  the  several  supple- 
ments thereto  as  limits  the  benefits  of  the  said  public  schools  to  the 
children  of  indigent  parents,  and  so  much  of  any  Act  hereby  altered 
or  supplied,  be  and  the  same  are  hereby  repealed,  and  in  the  said 
schools  all  children  over  four  years  of  age  shall  be  admitted." 

While  there  was  considerable  discussion  over  many  of 
the  amendments  to  this  bill,  the  provisions  above  quoted 
seem  to  have  been  agreed  to  without  opposition,  and  on 
June  13,  1836,  the  bill  became  a  law  by  the  sanction  of 
Governor  Joseph  Ritner.  Dr.  Jesse  R.  Burden,  who, 
by  virtue  of  his  part  in  the  amendment  of  this  law,  may 
be  called  the  father  of  the  Central  High  School,  was  a 
well-known  public  man  in  Philadelphia.  He  was  born 
January  8,  1798,  and  was  graduated  from  the  Medical 
Department  of  the  University  of  Pennsylvania  in  1819. 
For  many  years  he  was  an  active  political  leader,  and 
served  in  the  Legislature  continuously  from  1827  to 

*  It  became  section  23  in  conference. 


CENTRAL    HIGH    SCHOOL  25 

1839.  In  politics  he  was  identified  with  Joel  B.  Suther- 
land and  Judge  Edward  King.  While  a  stanch  Demo- 
crat, he  differed  with  Andrew  Jackson  in  his  attitude 
towards  the  United  States  Bank,  and  hence  he  was  one 
of  the  few  Democrats  who  voted  in  the  Assembly  to 
charter  the  bank  as  a  State  institution.  In  later  life  he 
was  one  of  the  founders  of  Jefferson  Medical  College, 
and  he  served  in  other  important  public  capacities,  but 
there  was  no  part  of  his  career  that  seems  to  have  given 
him  greater  satisfaction  than  his  advocacy  of  public 
schools.* 

The  enactment  of  these  provisions  met  with  consider- 
able public  favor,  although  their  immediate  effect  was  not 
foreseen  by  those  who  were  not  in  touch  with  school  ad- 
ministration. Perhaps  an  adequate  conception  of  the  de- 
light in  some  classes  upon  the  abolition  of  the  pauper 
schools  may  be  given  by  the  following  story.  It  was  said 
by  H.  C.  Hickok  that  he  could  remember  one  of  the 
scholars  at  the  county  school  on  the  Juniata  in  1834, 

"  a  bare-footed  little  fellow,  some  four  or  five  years  younger  than 
myself,  with  patched  trousers  of  poor  canvas,  who,  hearing  on  the 
street  one  day  that  free  schools  were  to  be  soon  established,  ex- 
claimed, '  Oh,  I  am  so  glad !  for  then  they  won't  cast  it  up  to  me 
any  more,'  and  off  he  ran  to  tell  his  widowed  mother  the  good  news 


*  The  Harrisburg  Chronicle  of  June  15,  1836,  contains  an  account 
of  a  testimonial  presented  to  Dr.  Burden  by  his  constituents.  In 
the  course  of  Dr.  Burden's  acknowledgment  he  speaks  of  the  work 
of  the  Legislature  of  that  year  in  the  following  terms :  "  It  had 
made  ample  provision  for  the  education  of  every  child  in  the  Com- 
monwealth by  the  common  schools,  thus  affording  the  greatest  safe- 
guard to  political  freedom,  the  sure  foundation  of  virtue,  liberty, 
and  independence." 


26  HISTORY    OF    THE 

that  would  remove  the  stigma  from  her  boy  and  the  sting  from  her 
wounded  pride."  * 

After  Thomas  Dunlap  had  retired  from  the  presidency 
of  the  Board  of  School  Controllers  he  gave  this  account 
of  the  schools  of  Philadelphia  under  the  Lancasterian 
plan.  It  is  a  picture  of  what  he  found  upon  entering  the 
Board  of  Directors  of  Public  Schools  in  1824: 

"  Seven  school-houses  contained  fourteen  schools,  in  each  of 
which  about  two  thousand  children  were  to  be  educated, —  .  .  . 
schools  where  the  young  idea  was  to  be  developed  in  penmanship 
by  scratching  with  sticks  in  the  sand-bath,  developed  into  arithme- 
tic by  a  doleful  simultaneous  chant  of  the  multiplication  table  in 
which  neither  school,  monitor,  nor  master  could  detect  one  intelli- 
gible sound,  developed  into  poetry  and  morals  by  howling  in  horrid 
groans  certain  doggerel  ballads  of  Lancaster  himself.  Schools 
where  the  baby  of  five  was  the  all-sufficient  teacher  of  the  baby  of 
four,  save  that  the  latter  if  stoutest  generally  practised  more  suc- 
cessfully in  flogging  his  monitor  than  in  figuring  in  his  sand-box, 
and  where  but  too  often  the  master  lounged  through  two  or  three 
hours  in  the  morning  and  as  many  of  the  afternoon  in  gazing  down 
upon  the  intellectual  pandemonium  beneath  his  rostrum,  diversify- 
ing his  educational  labors  by  not  infrequently  bringing  his  rattan  in 
as  '  thirdsman'  between  the  stout  baby  and  the  cowardly  baby  mon- 
itor. 

"  The  only  true  argument  ever  advanced  in  its  favor  was  its 
cheapness.  It  was  cheap, — very  cheap !  Sand  and  rattan  were  its 
chief  outlay,  and  on  every  principle  sand  and  rattan  were  its  chief 
returns." 

One  further  testimony  from  those  who  knew  from  ob- 
servation of  the  early  condition  of  the  Philadelphia 
schools  may  be  of  special  interest,  since  the  witness  was 
the  eminent  principal  of  the  Central  High  School,  Dr. 

*  Annual  Address  of  H.  C.  Hickok  before  the  State  Teachers' 
Association,  1884.  Pennsylvania  School  Journal,  August,  1884. 


THOMAS   DUNLAP  JESSE   R.  BURDEN 

EARLY   FRIENDS   OF   THE   CENTRAL    HIGH    SCHOOL 


CENTRAL    HIGH    SCHOOL  27 

John  S.  Hart.    In  a  letter  to  Mr.  Edward  Shippen,  written 
in  1867,  Dr.  Hart  says  as  follows: 

"  Among  the  facts  which  stand  out  in  bold  relief  in  the  early  his- 
tory of  Philadelphia  schools  is  this :  that  the  plan  which  was  origi- 
nally adopted,  and  which  was  kept  up  with  untiring  zeal  and  courage 
on  the  part  of  its  originators  for  a  period  of  fifteen  years,  turned 
out  to  be  at  length  a  {.complete  failure ;  an  absurd  mistake  from 
beginning  to  end;  and  that  the  schools  made  no  real  progress  until 
a  new  system,  involving  an  entirely  different  set  of  ideas,  was 
introduced. 

"  Among  the  five  or  six  gentlemen  by  whose  influence  the  old 
Lancasterian  pauper  system  of  schools  was  quietly  shelved,  and  the 
present  system,  with  all  its  distinctive  features,  was  inaugurated, 
was  Thomas  G.  Hollingsworth.  His  associates  in  this  noiseless 
but  most  important  revolution  were  Morton  McMichael,  Thomas 
Dunlap,  George  M.  Wharton,  and  George  M.  Justice.  Their  names 
and  his  will  be  found  associated  in  the  minutes  of  the  Controllers  in 
every  important  movement  from  1832,  when  Mr.  Dunlap  was  ad- 
vanced to  the  presidency  of  the  Board,  to  1840,  when  the  new  sys- 
tem had  received  its  complete  development. 

"  During  this  period  the  schools  were  changed  from  pauper 
schools  to  common  schools,  intended  to  be  open  to  all,  and  ade- 
quate to  the  wants  of  all;  the  idea  of  teaching  by  unpaid  monitors 
taken  from  the  scholars  themselves  was  abandoned,  and  paid  as- 
sistant teachers  were  substituted;  the  plan  of  employing  very 
largely  female  teachers  instead  of  male  teachers  was  introduced. 
The  schools  were  classified  so  as  to  form  a  regular  gradation  and 
subordination  of  duties  and  studies;  and  lastly,  the  Central  High 
School  was  established  as  the  crowning  glory  of  the  whole,  the 
worthy  apex  to  a  noble  pyramid."  * 


*  This  letter  was  written  upon  the  occasion  of  the  opening  of  the 
school  which  was  named  "  Thomas  G.  Hollingsworth." 


28  HISTORY   OF   THE 

CHAPTER    II 

THE  ESTABLISHMENT  OF  THE  CENTRAL  HIGH  SCHOOL 

WHILE  the  Central  High  School  of  Philadelphia  claims 
the  proud  distinction  of  priority  in  the  Middle  States, 
it  is  not  the  oldest  American  public  high  school.  The 
Boston  Latin  School,  founded  in  1635,  had  accomplished 
two  centuries  of  useful,  well-appreciated  work  before  the 
movement  for  higher  education  had  assumed  definite 
shape  in  Pennsylvania.  In  1821  the  English  Classical 
School  was  established  in  Boston;  it  did  not  prepare  for 
college  as  did  the  Latin  School,  but  the  variety  of  its 
studies,  together  with  the  emphasis  which  was  laid  upon 
the  necessity  of  preparation  for  life,  makes  this  school 
akin  in  aim  and  method  to  the  high  schools  of  to-day. 
Three  years  after  its  establishment  the  name  was  changed 
to  English  High  School,  a  term  which  seems  to  have  been 
borrowed  from  the  famous  Edinburgh  High  School, 
whose  tradition  dates  back  to  1519,  and  whose  influence 
upon  American  education  was  profound.  Neighboring 
cities  followed  the  example  of  Boston  in  providing  higher 
schools,  but  nowhere  were  the  foundations  laid  with 
broader  purpose  or  with  loftier  ideals  than  in  Philadel- 
phia.* 

*The  following  extract  from  a  letter  of  Professor  Elmer  Ells- 
worth Brown,  of  the  Department  of  Pedagogy,  University  of  Cali- 
fornia, whose  work  in  the  history  of  secondary  education  in  the 
United  States  has  been  characterized  by  scholarly  accuracy,  gives 
the  order  of  the  establishment  of  American  high  schools : 


CENTRAL    HIGH    SCHOOL  29 

While  New  England  was  leading  in  its  provisions  for 
higher  education,  an  interesting  experiment  was  being 
tried  in  New  York  City,  where  there  was  established  in 
1825  a  school  that  was  neither  free  nor  public,  and  yet 
gave  one  more  sign  of  the  general  desire  that  the  edu- 
cation of  the  people  should  not  be  unduly  limited  in  quan- 
tity or  inferior  in  grade.  Dr.  John  Griscom  was  a  scien- 
tist of  more  than  local  repute.  In  1818-19  he  travelled 
extensively  in  Europe,  and  in  his  published  account  of  his 
tour  he  described  with  enthusiasm  a  visit  to  the  High 
School  of  Edinburgh,*  then  at  the  acme  of  its  fame, 

"  I  believe  the  Central  High  School  of  Philadelphia  to  be  the  first 
free  public  high  school  established  outside  of  New  England.  And 
it  would  seem  to  have  been  more  influential  in  the  early  high  school 
movement  than  any  of  its  predecessors  in  New  England,  with  the 
exception  of  the  English  High  School  at  Boston. 

"  I  find  the  following  ten  schools  which  seem  to  have  been  estab- 
lished as  high  schools  in  New  England  before  the  year  1838: 

"  i.  The  English  Classical  School,  now  the  English  High  School, 
Boston,  1821. 

"2.  The  High  School  for  Girls,  Boston,  1826.  Discontinued, 
1828.  Re-established,  1852. 

"  3.  The  High  School,  New  Bedford,  Massachusetts,  1827.  Dis- 
continued as  a  public  school,  1829.  Re-established,  1837. 

"4.  The  High  School,  Haverhill,  Massachusetts,  1827. 

"  5.  The  High  School,  Burlington,  Vermont,  1829. 

"6.  The  High  School,  Lowell,  Massachusetts,  1831. 

"  7.  The  High  School,  Medford,  Massachusetts,  1835. 

"8.  The  High  School,  Augusta,  Maine,  1835. 

"9.  The  High  School,  Brunswick,  Maine,  1835. 

"  10.  The  High  School,  Pittston,  Maine,  1837." 

*  "  A  Year  in  Europe,  comprising  a  Journal  of  Observations  in 
England,  Scotland,  Ireland,  France,  Switzerland,  the  North  of 
Italy,  and  Holland  in  1818  and  1819."  By  John  Griscom,  LL.D., 
Professor  of  Chemistry  and  Natural  Philosophy  in  the  New  York 
Institution. 


30  HISTORY    OF    THE 

through  the  celebrity  of  its  Alumni, — Brougham,  Scott, 
Wedderburn. 

He  found  in  the  school  more  than  eight  hundred 
scholars,  taught  by  a  rector,  at  that  time  James  Pillans, 
and  four  teachers.  By  the  application  of  the  Lancasterian 
method  twenty-three  classes,  each  containing  nine  boys, 
were  taught  by  one  teacher ;  "  and,"  said  Dr.  Griscom, 
"  the  noise  they  make  is  unavoidably  great,  but  it  is  the 
sound  of  useful  activity."  Upon  Dr.  Griscom's  return  to 
New  York  an  agitation  was  started  for  the  purpose  of 
establishing  in  that  city  a  school  upon  the  model  of  this 
famous  Scottish  High  School.  A  society  was  organized 
based  upon  a  stock  capitalization,  and  on  March  i,  1825, 
the  school  opened  with  two  hundred  pupils.  Dr.  Griscom, 
associated  with  D.  H.  Barnes,  A.M.,  was  placed  in  charge 
as  principal.  A  graded  series  of  fees,  varying  from  three 
dollars  to  seven  dollars  a  quarter,  was  charged,  and  a 
course  of  study  was  arranged  which  provided  for  all 
grades  of  preparation.  The  first  annual  report  of  the 
trustees  of  the  High  School  Society  in  the  City  of  New 
York  showed  that  the  school  attained  instant  popularity. 
In  three  months'  time  the  enrollment  increased  to  six 
hundred  and  fifty,  and  the  applicants  were  in  excess  of 
the  number  that  could  be  admitted.  The  monitorial 
method  of  instruction  was  followed,  with  the  usual  re- 
sult that  apparently  a  great  deal  was  accomplished  at 
very  little  cost.*  So  successful  was  this  school  in  its 

*  The  course  of  study  of  this  school  was  as  follows :  The  intro- 
ductory department,  all  grades  of  preparation.  Some  could  not 
read  a  letter.  Junior  department,  studies  diversified  to  suit;  spell- 
ing, writing,  arithmetic,  geography,  elocution,  composition, 
drawing,  philosophy,  natural  history,  and  bookkeeping.  Special 


CENTRAL    HIGH    SCHOOL  31 

earlier  days  that  in  February,  1826,  a  similar  school  for 
females  was  opened.  But  this  work  was  not  permanent, 
chiefly  because  of  defective  organization,  and  in  1831 
these  high  schools  suspended  their  sessions. 

It  could  hardly  be  expected  that  so  interesting  an  ex- 
periment would  be  tried  in  New  York  without  leading  to 
results  in  the  neighboring  city.  Some  public-spirited 
Philadelphians  were  keenly  interested  in  this  educational 
experiment  in  New  York.  If  higher  education  could  be 
made  self-sustaining,  with  a  fee  so  low  as  to  become 
merely  nominal,  then  certainly  one  of  the  important  social 
problems  was  in  a  fair  way  to  be  solved. 

The  Historical  Society  of  Pennsylvania  contains  in  its 
collection  a  copy  of  an  eight-page  letter  "  To  the  citizens 
of  the  City  and  County  of  Philadelphia"  issued  on  April 
17,  1826,  and  signed  by  James  Ronaldson,  Paul  Beck, 
Jr.,  Samuel  Breck,  Clement  C.  Biddle,  Mathew  Carey, 
Joseph  R.  Chandler,  James  Rush,  M.D.,  and  eleven  others, 
proposing  the  establishment  of  a  college  for  a  complete 
and  economical  course  of  education  in  English  literature 
and  the  sciences.  The  letter  states  the  need  of  some 
provision  for  those  who  are  destined  to  learn  trades  or 
mercantile  pursuits  and  who  go  into  active  business  at 
from  thirteen  to  sixteen  years.  The  statement  of  the 
proposed  course  of  study  was  as  follows : 

"  It  is  proposed  to  commence  with  the  English  language,  proceed 
to  arithmetic,  geography,  history  of  the  United  States,  a  compen- 

classes  in  Latin,  Greek,  French,  and  Spanish.  Higher  mathematics 
In  experimental  philosophy  an  interesting  method  was  followed. 
Lectures  were  alternated  with  series  of  questions  put  and  answered 
by  the  professor  and  illustrated  by  experiments.  Then  the  school 
was  divided  into  sections  of  eight,  and  monitors  heard  each  group 
recite  and  recorded  their  standing. 


32  HISTORY    OF   THE 

dium  of  universal  history,  bookkeeping,  the  French,  Spanish,  and 
German  languages,  natural  history,  chronology,  mathematics,  natural 
philosophy,  chemistry,  mineralogy,  perspective,  and  drawing.  Latin 
and  Greek,  though  not  essential  parts  of  the  plan,  will  also  be 
taught  to  those  whose  parents  or  guardians  may  require  them. 
.  .  .  We  appeal  to  those  who  have  had  the  education  we  have 
described  and  who  have  arrived  at  maturity,  to  compare  the  ad- 
vantages they  have  derived  from  the  very  superficial  knowledge  of 
Latin  and  Greek  they  have  acquired  at  Grammar  Schools,  with  the 
advantages  which  would  have  accrued  from  the  knowledge  of  the 
French  alone,  to  say  nothing  of  the  other  branches  to  be  taught  in 
the  school." 

.  k 

It  is  extremely  interesting  to  notice  that  years  before 
the  establishment  of  the  High  School  an  answer  was 
made  to  an  argument  that  has  been  urged  in  recent  years 
against  the  extension  of  the  school's  course.  Would  this 
college  be  injurious  to  the  University,  is  asked,  and  the 
objection  is  dismissed  as  "  wholly  ideal,  created  by  the 
fears  of  the  few  who  have  alarmed  themselves  and  ex- 
cited groundless  fear  in  others."  This  project  recog- 
nized the  need  of  a  higher  education  different  from  that 
in  the  classics  which  was  usually  to  be  found  at  the 
established  colleges  and  universities.  In  the  breadth  of 
its  curriculum  it  was  most  promising,  but  in  its  method 
the  subscribers  proposed  to  embody  the  New  York  ex- 
ample of  opening  a  college  under  private  management 
with  tuition  fees  which  would  be  low,  on  account  of  the 
method  of  monitorial  instruction  to  be  employed.  No 
positive  developments  seem  to  have  grown  out  of  this 
letter  to  the  citizens  of  Philadelphia,  yet  it  furnishes  one 
more  sign  of  the  great  interest  in  higher  education  in 
these  earlier  days. 

In  1828  a  "  Manual  Labor  Academy"  was  instituted 
in  Germantown  by  a  number  of  prominent  men,  chiefly 


CENTRAL    HIGH    SCHOOL  33 

clergymen,  for  the  purpose  of  connecting  manual  labor 
with  study  by  requiring  all  pupils  to  work  from  three 
to  four  hours  a  day  at  farming  or  mechanical  pursuits. 
Their  work  strengthened  their  bodies  and  in  after-years 
would  help  them  in  attaining  a  livelihood.  The  success 
of  this  and  other  experiments  led  to  the  insertion  of  a 
provision  in  the  school  law  of  1834  authorizing  the  es- 
tablishment of  such  manual  labor  schools.  In  this  may 
be  found  the  germ  of  an  idea  which  Philadelphia  has 
since  developed  with  great  success.  The  interest  of  this 
narrative,  however,  must  centre  in  the  origin  of  the  Cen- 
tral High  School,  whose  establishment  was  authorized 
by  the  school  law  of  1836,  and  which  was  soon  pro- 
vided by  the  enterprising  School  Controllers  of  that 
period. 

Under  the  energetic  leadership  of  its  able  president, 
Thomas  Dunlap,  the  Board  of  School  Controllers  had  at 
once  prepared  to  avail  itself  of  the  enlarged  powers  con- 
ferred by  the  new  law.  There  was  a  general  conviction 
that  in  order  to  popularize  the  public  school  system,  which 
still  suffered  from  its  earlier  stigma  of  pauperism,  there 
must  be  added  an  institution  which  would  crown  the 
system,  whose  courses  would  furnish  an  incentive  to  the 
diligent  pupil  to  master  his  elementary  work,  and  through 
which  even  well-to-do  parents  would  be  led  to  patronize 
the  schools  provided  by  the  State.  There  were  other  and 
equally  definite  purposes  to  be  served.  A  public  school 
system  had  just  been  founded  and  a  prime  need  existed 
for  an  educated  teachership  to  take  up  the  class-room 
work.  Philadelphia  County,  prior  to  consolidation  in 
1854,  contained  many  schools  under  a  variety  of  local 
boards;  and  while  a  general  supervising  authority  was 

3 


34  HISTORY    OF    THE 

vested  in  the  central  board,  it  was  felt  that  in  no  way 
could  unity  in  work  and  efficiency  in  administration  be 
better  secured  than  by  providing  a  common  goal  towards 
which  the  graduates  of  the  elementary  schools  should 
turn.  To  enter  the  High  School,  a  uniform  test  by  ex- 
amination was  to  be  provided,  which  would  become  an 
effective  measure  of  the  work  of  the  lower  schools.  For 
all  these  reasons,  therefore,  the  Board  was  anxious  to 
proceed  to  the  exercise  of  its  enlarged  powers.  In  May, 
1836,  a  committee  was  appointed  to  examine  the  schools 
of  New  York  and  Boston,  with  a  view  to  the  introduction 
of  new  ideas  and  methods  into  the  system  committed  to 
their  care.  The  diary  of  George  M.  Justice,  a  benevolent 
and  altruistic  merchant  of  Philadelphia  and  a  leader  in 
the  Society  of  Friends,  tells  the  story  of  their  inspec- 
tion. Thomas  Dunlap,  George  M.  Justice,  Morton  Mc- 
Michael,  and  Thomas  G.  Hollingsworth  were  the  mem- 
bers of  the  Committee.  In  Boston  a  pass  furnished 
by  the  mayor  gave  them  admission  to  the  historic 
Latin  School,  the  English  High  School,  then  fifteen 
years  old,  and  grammar  schools,  "  whose  accomplished 
teachers,"  reports  Mr.  Dunlap,  "  very  cheerfully  and 
courteously  furnished  all  requisite  explanations,  and  af- 
forded perfect  facilities  for  the  prosecution  of  their  in- 
quiries." 

Some  difficulty  was  experienced  in  procuring  a  suit- 
able building  for  the  Central  High  School,  and  after 
much  consultation  the  Controllers  decided  to  erect  a  new 
structure,  which  should  be  as  complete  as  the  primitive 
conceptions  of  school  architecture  of  that  time  could  sug- 
gest. Such  an  ideal  seemed  entirely  practical  at  this  time 
because  of  an  unusual  windfall  which  had  just  come  to 


CENTRAL    HIGH    SCHOOL  35 

the  State  finances.  In  1836  Congress  had  authorized 
the  distribution  of  the  surplus  revenue  of  the  national 
Treasury  to  the  States,  and  the  share  of  Pennsylvania 
amounted  to  two  million  eight  hundred  and  sixty-seven 
thousand  five  hundred  and  fourteen  dollars.  At  first  it 
was  intended  to  keep  this  money  as  a  school  fund,  the 
interest  of  which  should  be  paid  to  the  various  districts; 
but  presently  less  conservative  counsels  prevailed,  and  a 
portion  of  the  fund  was  distributed  to  the  several  dis- 
tricts and  the  remainder  was  used  for  internal  improve- 
ments and  general  expenditures.  The  entire  cost  of  the 
first  building  of  the  Central  High  School,  together  with 
its  equipment  and  furniture,  was  about  seventy-two  thou- 
sand dollars,  and  it  was  more  than  met  by  the  appro- 
priations to  school  purposes  made  from  the  surplus 
revenue.  When  this  source  of  supply  ran  dry,  as  it  did 
after  the  panic  of  1837,  the  school  had  been  established, 
and  on  broad  and  generous  lines;  and  while  there  were 
several  political  attacks  on  the  ground  of  waste  and 
extravagance,  the  instant  popularity  of  the  institution 
enabled  it  to  survive. 

With  ideals  of  high  usefulness,  therefore,  and  with  a 
well-filled  treasury,  the  Board  of  School  Controllers  pro- 
ceeded with  the  establishment  of  the  school.  In  April, 
1837,  the  first  High  School  Committee  was  appointed, 
consisting  of  George  M.  Wharton,  chairman,  George  M. 
Justice,  Andrew  Hooton,  and  James  Carstairs ;  the  latter 
served  for  but  six  months  and  was  succeeded  by  Thomas 
G.  Hollingsworth — these  were  the  men  who  had  in 
charge  the  establishment  of  the  school.  The  chairman, 
George  M.  Wharton,  Esq.,  was  an  eminent  member  of  a 
distinguished  Philadelphia  family,  a  lawyer  of  profound 


36  HISTORY    OF   THE 

learning,  and  a  man  of  great  force  of  character.*  His 
colleagues  were  men  of  great  public  spirit,  and  one  of 
them,  George  M.  Justice,  was  the  prime  mover  in  the 
establishment  of  the  Astronomical  Observatory. 

In  1837  a  building  site  for  the  school  was  purchased 
on  Juniper  Street,  facing  upon  Penn  Square,  and  about 
midway  between  Market  and  Clover  Streets, — a  location 
that  is  to-day  in  the  very  heart  of  Philadelphia  and  in- 
cluded within  the  limits  of  the  Wanamaker  store.  Ap- 
propriate plans  were  prepared  for  a  brick  building,  with 
a  marble  front  and  a  handsome  Ionic  portico.  The  build- 
ing was  intended  to  be  an  architectural  feature  of  the 
city.  In  The  United  States  Gazette,  of  the  date  of  Sep- 
tember 26,  1837,  there  is  a  letter  from  an  unknown 
correspondent,  "  J.,"  commenting  upon  the  plan  of  the 
building  as  "  creditable  to  the  taste  of  those  who  pro- 
jected it." 

After  the  adoption  of  the  plans  came  the  laying  of 
the  corner-stone.  On  Tuesday,  September  19,  1837,  in 
the  presence  of  the  directors  of  the  various  sections  and 
of  a  great  throng  of  enthusiastic  citizens,  the  ceremony 
took  place.  Thomas  Dunlap  presided,  and  in  appropriate 
words  described  the  history  of  the  project  and  the  ideals 
to  which  the  building  was  devoted.  In  the  corner-stone 
were  deposited  coins  and  paper  money  of  various  de- 
nominations, the  school  laws,  the  reports  of  the  Board 


*  George  M.  Wharton  was  born  in  1806,  and  died  in  February, 
1876.  He  was  a  graduate  of  the  University  of  Pennsylvania,  and 
served  as  trustee  from  1841  to  1868.  In  public  life  he  was  president 
of  Select  Council  of  Philadelphia,  1856-1859;  four  times  president 
of  the  Board  of  School  Controllers,  1840-41,  1847-48,  1850-51, 
1853-54;  ^nd  United  States  District  Attorney  from  1857  to  1860. 


CENTRAL   HIGH    SCHOOL  37 

of  Controllers,  and  other  documents  appropriate  to  the 
occasion.    With  the  rest  was  a  scroll  which  read : 

"  This  is  designed  to  commemorate  the  laying  of  the  corner-stone 
of  the  Public  Central  High  School  of  the  First  School  District  of 
Pennsylvania,  on  the  iQth  day  of  September,  A.D.  1837 — founded  by 
the  Board  of  Control  of  that  District  in  pursuance  of  an  act  of 
Assembly,  passed  the  I3th  day  of  June,  A.D.  1836,  Joseph  Ritner 
being  Governor  of  the  Commonwealth  and  Thomas  H.  Burrowes 
Secretary  of  State  and  Superintendent  of  Common  Schools;  and 
the  following  persons  members  of  the  Board  of  Control: 

"  Thomas  Dunlap,  President, 

"T.  G.  Hollingsworth,  Richard  R.  Spain, 

"  George  M.  Wharton,  Benjamin  Martin, 

"  James  Carstairs,  Alexander  Wentz, 

"  George  M.  Justice,  Henry  Leech, 

"  Andrew  Hooton,  John  Foulkrod, 

"  Charles  V.  Hagner, 

"Richard  Penn  Smith,  Secretary." 

Little  record  has  been  kept  of  the  ceremonies  on  Sep- 
tember 19,  and  the  newspapers  of  that  time  are  too  small 
in  their  news  space  to  afford  much  satisfaction.  One 
interesting  side  light  is  cast  on  the  occasion  by  an  ad- 
dress delivered  at  the  Central  High  School  Commence- 
ment at  Musical  Fund  Hall  on  February  12,  1851,  by 
Thomas  Dunlap,  to  whom  certainly,  next  to  the  liberal 
spirit  of  the  citizens  of  Philadelphia,  the  credit  for  the 
establishment  of  the  school  must  be  given.  Speaking 
thirteen  years  after  the  school  was  opened,  when  its  suc- 
cess was  an  assured  fact,  Mr.  Dunlap  indulged  in  a  remi- 
niscence of  the  laying  of  the  corner-stone : 

"  At  that  corner-stone,  gentlemen  of  the  Board  of  Controllers, 
one  of  your  body"  [probably  himself]  "  in  a  few  introductory 
remarks,  ventured  expressions  of  anticipation,  which  were  then 
questioned  and  rebuked  by  his  less  sanguine  associates,  for  he  had 
said  it  was  his  full  conviction  that  before  the  child  he  held  by  the 


38  HISTORY    OF   THE 

hand  as  he  spoke  should  reach  the  age  of  manhood  the  school  that 
day  founded  would  offer  as  finished  and  effective  a  course  of 
education,  and  be  as  eagerly  sought  and  as  highly  prized  by  all 
orders  and  classes  in  our  society,  as  the  oldest  and  proudest  insti- 
tutions of  our  land.  That  child  before  me  has  not  yet  reached  to 
manhood  and  that  prediction  is  verified,  that  hope  is  a  reality. 
You  have  before  you  this  day  that  Central  High  School  for  whose 
success  its  founders  on  that  day  uttered  these  fond  aspirations. 
.  .  .  It  is  the  school  of  the  republic,  it  is  emphatically  the  school 
of  the  people." 


Thirteen  months  were  occupied  in  building,  and  the 
structure  was  completed  and  ready  for  use  by  October, 
1838.  Imposing  in  appearance,  convenient  in  its  loca- 
tion, and  equipped  with  all  the  devices  that  an  acute  and 
interested  Board  could  secure,  it  was  one  of  the  promi- 
nent buildings  of  Philadelphia.  It  was  shaped  like  the 
letter  T,  the  main  structure  running  east  and  west  with 
the  cross  extending  north  and  south.  In  the  angle  formed 
on  the  south  side  was  the  playground,  while  south  of  this 
stood  the  Pennsylvania  State  Armory,  which  fronted  on 
Clover  Street  and  presented  a  wall  of  brick  surface  with- 
out windows  to  the  High  School  playground.  This  be- 
came a  favorite  spot  for  the  handball  games  that  were  so 
popular  in  the  early  days  of  the  school,  as  the  ball  could 
be  batted  against  the  bare  wall  without  damage  to  the 
property.  North  of  the  school  building  a  tavern  stood 
on  the  corner  of  Market  and  Juniper  Streets,  and  the 
sheds  into  which  the  farmers  drove  their  teams  on  market 
days  stood  in  the  angle  of  the  school  building  close  to 
its  walls.  The  southwest  corner  of  Thirteenth  and  Mar- 
ket Streets  was  afterwards  occupied  by  the  Pennsylvania 
Railroad  Company.  In  those  days  Thirteenth  Street  was 
lined  with  quiet  homes;  Clover  Street  was  an  alley  in 


CENTRAL    HIGH    SCHOOL  39 

which  the  main  building  was  the  Armory,  while  Chest- 
nut Street  was  the  fashionable  part  of  the  city,  filled  with 
the  residences  of  leading  and  wealthy  citizens.  This  first 
building  was  three  stories  in  height,  each  floor  contain- 
ing three  rooms,  which,  as  there  became  a  demand  for 
more  room,  were  subsequently  divided.*  The  most  con- 
spicuous feature  of  the  school  building  was  the  Astro- 
nomical Observatory,  which  was  destined  to  give  to  the 
school  an  international  reputation,  through  the  earnest 
and  scholarly  work  of  Kendall,  Bache,  and  Walker,  f 

While  the  building  was  in  progress  the  High  School 
Committee  was  making  careful  preparations  for  the  open- 
ing of  the  school.  It  was  decided  to  appoint  four  mem- 
bers for  the  Faculty,  and  the  first  staff  was  selected  with 
great  care.  John  Frost,  LL.D.,  was  placed  at  the  head 
of  the  English  and  History  Department.  He  was  a  grad- 
uate of  Harvard  University,  a  private  school  principal  of 
experience  and  reputation,  and  had  conducted  a  school 
for  young  ladies  in  Philadelphia  until  1838.  He  was  a 
voluminous  writer  of  histories  and  biographies,  and  aided 
by  a  corps  of  associates  he  had  published  more  than  three 


*  This  description  has  been  taken  in  large  measure  from  an  his- 
torical sketch  of  the  school  prepared  by  Professor  George  H.  Cliff 
in  1888,  and  has  been  supplemented  with  the  personal  recollections 
of  Professor  Zephaniah  Hopper  and  other  early  students  of  the 
school. 

f  In  the  collections  of  the  Historical  Society  of  Pennsylvania 
there  is  a  view  of  the  first  High  School  building  shown  in  what  is 
supposed  to  be  the  first  photograph  taken  in  America.  It  was  taken 
on  a  sheet  of  polished  metal,  from  one  of  the  upper  windows  of 
the  United  States  Mint,  by  Joseph  Saxton,  on  October  16,  1839, — 
the  day  after  the  definite  account  of  Daguerre's  process  was  pub- 
lished in  Philadelphia. 


40  HISTORY    OF    THE 

hundred  popular  accounts  of  noted  men  in  history  and  of 
famous  events.  Enoch  C.  Wines,  A.M.,  was  selected  to 
preside  over  the  Department  of  Languages.  Mr.  Wines 
had  been  principal  of  Edgehill  School  at  Princeton,  and 
was  thus  the  first  of  a  line  of  eminent  men  who,  by  coinci- 
dence, have  aided  in  identifying  the  interests  of  the  Cen- 
tral High  School  and  the  College  of  New  Jersey.  He  was 
a  well-known  writer  and  speaker  upon  educational  ques- 
tions. In  1835  ne  nad  edited  a  magazine  entitled  The 
Monthly  Journal  of  Education,,  a  paper  which  after  a 
lapse  reappeared  in  the  next  year  under  the  editorship 
of  John  Frost.  He  had  travelled  extensively,  and  in 
1832  published  a  two-volume  description  of  his  travels 
under  the  title  "  Two  Years  and  a  Half  in  the  American 
Navy,  the  Journal  of  a  Cruise  in  the  Mediterranean  and 
Levant  on  Board  of  the  United  States  Frigate  Constella- 
tion in  1829,  1830,  and  1831."  This  public  activity  won 
for  him  a  considerable  reputation,  and  in  1837,  when 
the  convention  for  the  framing  of  a  new  Constitution  for 
Pennsylvania  was  in  session  at  Harrisburg,  Dr.  Wines 
was  invited  to  deliver  a  lecture  before  that  body  when 
it  had  under  discussion  the  article  relating  to  common 
schools.-^ As  soon  as  he  was  elected  to  a  professorship 
in  the  Central  High  School  he  was  commissioned  by  the 
Controllers  to  visit  Boston  and  to  examine  the  schools  of 
that  city.  It  is  interesting  to  notice  that  in  his  account 
of  this  visit,  published  under  the  title  "  A  Trip  to  Boston" 
over  the  nom  de  plume  of  Peter  Peregrine,  he  speaks  in 
the  following  terms  of  the  teacher  who  was  afterwards 
so  long  identified  with  the  management  of  the  Central 
High  School.  In  describing  his  visit  to  Princeton,  en 
route  for  Boston,  Dr.  Wines  says : 


CENTRAL    HIGH    SCHOOL  41 

"The  Edgehill  School,  now  under  the  care  of  the  Rev.  John  S. 
Hart,  has  its  usual  number  of  pupils.  The  institution  has  been  ten 
years  in  operation  and  always  full.  The  present  principal  is  an 
accomplished  scholar  and  an  able  instructor  and  well  deserves  the 
confidence  and  support  of  an  enlightened  public." 


In  the  Department  of  Mathematics  and  Astronomy 
two  professors  were  appointed,  Joseph  Wharton,  A.M., 
and  E.  Otis  Kendall.  Professor  Wharton  was  a  gradu- 
ate of  the  University  of  Pennsylvania  in  the  class  of  1829. 
He  had  been  a  merchant  in  Philadelphia  and  was  favor- 
ably known  to  the  public.  Unfortunately,  his  death  oc- 
curred in  1838  before  the  opening  of  the  Central  High 
School.  E.  Otis  Kendall,  whose  long  service  in  the  scien- 
tific field  rendered  him  one  of  the  best  known  of  the  early 
teachers  of  the  Central  High  School,  was  born  near 
Boston,  May  17,  1818.  He  was  a  graduate  of  the  Boston 
Latin  School,  and  when  eighteen  years  old  came  to 
Philadelphia  and  taught  for  a  time  in  the  school  of  his 
half-brother,  Sears  C.  Walker,  the  eminent  astronomer. 
When  only  twenty  years  of  age  he  became  Professor  of 
Mathematics  and  Astronomy  at  the  Central  High  School, 
and  his  work  there,  together  with  that  of  Mr.  Walker, 
forms  an  important  chapter  in  the  scientific  history  of  the 
school.  In  the  place  of  Joseph  Wharton  the  Board  of 
Controllers  elected  William  Vogdes,  who  was  at  that 
time  an  expert  accountant  in  Philadelphia  and  had  served 
the  Board  of  Controllers  in  that  capacity  upon  previous 
occasions.  He  was  born  in  Philadelphia,  December  29, 
1802.  He  was  admitted  to  practise  at  the  Bar  of  the  city 
in  1832,  and  four  years  later  was  appointed  auditor  of  the 
county.  In  1838  he  commenced  his  career  as  a  teacher 
in  the  Department  of  Mathematics  in  the  Central  High 


42  HISTORY    OF    THE 

School,  so  forming  a  connection  that  was  to  be  continued 
by  his  son  for  a  half-century.  In  electing  this  first  Fac- 
ulty the  Board  of  Controllers  announced  that  it  was  its 
intention  to  make  additional  appointments  of  the  same 
excellence  as  the  size  of  the  school  would  require  it.  The 
French,  German,  and  Spanish  languages  were  to  be 
taught  as  soon  as  the  classes  were  formed.  J 

On  October  26,  1838,  the  building  was  formally 
opened,  when  a  class  of  sixty-three  was  admitted.  These 
pupils  came  from  the  grammar  schools  of  Philadelphia 
and  were  of  an  average  age  of  twelve  years  and  ten 
months.  It  is  to  be  noted  that  the  individual  ages  were 
unduly  varied,  extending  from  ten  years  (in  the  cases  of 
Charles  M.  Cresson,  William  J.  McElroy,  and  J.  Vaughan 
Merrick)  to  sixteen  years,  which  was  the  age  of  the 
oldest  pupil.  It  may  fairly  be  assumed  that  the  prepara- 
tion received  in  the  elementary  schools  of  a  system  in 
which  there  was  as  yet  but  little  cohesion  was  as  widely 
varied  in  its  quality. 

The  first  name  on  the  roll  of  the  Central  High  School 
is  that  of  William  M.  Abbey.*  Many  of  the  members  of 
the  First  Class  attained  to  distinction  in  later  days. 
Among  the  number  may  be  mentioned  Dr.  Charles  M. 
Cresson,  the  well-known  scientific  expert,  L.  Hall  Grand- 
gent,  teacher  in  the  English  High  School  of  Boston  from 
about  1862  to  1891,  George  Harding,  specialist  in  patent 
law,  James  A.  Kirkpatrick,  who  taught  in  the  school 
from  1843  to  1868  and  was  afterwards  Superintendent 
of  the  City  Trusts  of  Philadelphia,  James  G.  McCollin, 
secretary  of  the  Mine  Hill  and  Schuylkill  Haven  Rail- 

*  The  father  of  the  distinguished  artist,  Henry  Abbey. 


•Ste 


SEARS   COOK   WALKER 


HENRY   MtMURTRIE 


CENTRAL    HIGH    SCHOOL  43 

road  Company,  J.  Vaughan  Merrick,  trustee  of  the  Uni- 
versity of  Pennsylvania  since  1870,  and  Samuel  Me- 
cutchen,  who  was  a  member  of  the  Faculty  of  the  High 
School  from  1877  to  1881. 

The  first  teaching  of  the  High  School  was  sound  and 
thorough,  but  it  lacked  unity  in  the  curriculum  and  cohe- 
sion in  the  courses.  The  plan  of  its  earliest  Faculty 
seems  to  have  contemplated  the  existence  of  several  de- 
partments of  study,  each  independent  in  its  sphere  and 
without  definite  supervision.  In  matters  of  discipline  the 
Faculty  acted  as  a  committee,  of  which  Dr.  Wines  was 
accounted  the  chief.  As  the  school  increased  in  popu- 
larity, however,  and  the  number  of  students  mounted 
into  the  hundreds,  the  defects  of  such  an  organization 
became  apparent.  It  was  fortunate  that  there  was  in 
Philadelphia  at  that  time  an  educator  of  distinguished 
merit  who  was  temporarily  without  definite^jyork. 

Alexander  Dallas  Bache,  the  great-grandson  of  Ben- 
jamin Franklin  and  grandson  of  Alexander  J.  Dallas, 
was  born  in  Philadelphia,  July  19,  1806.  He  was  edu- 
cated at  the  Classical  School  in  Philadelphia,  and  at 
Thomas  Watson's  school,  where  one  of  his  classmates 
was  his  life  friend,  Frederick  Fraley.  At  the  age  of 
fifteen  he  entered  the  United  States  Military  Academy 
at  West  Point  and  graduated  in  1825,  first  in  a  class  that 
included  such  distinguished  soldiers  as  General  Robert 
Anderson  and  General  C.  F.  Smith.  It  is  recorded  that 
he  never  incurred  a  demerit  during  his  course  at  West 
Point,  and  the  Secretary  of  War  of  that  time,  the  Hon. 
James  Barbour,  wrote  a  personal  letter  of  congratulation 
to  his  mother  upon  the  distinguished  record  of  her  son. 
He  then  spent  a  year  as  Assistant  Professor  of  Engineer- 


44  HISTORY   OF    THE 

ing  at  West  Point,  and  personally  assisted  in  the  construc- 
tion of  government  work,  such  as  Fort  Adams  at  New- 
port. In  1828  he  was  appointed  Professor  of  Natural 
Philosophy  and  Chemistry  at  the  University  of  Pennsyl- 
vania, and  thereupon  resigned  from  the  army.  For  eight 
years  he  was  engaged  in  this  scientific  work.  As  a  teacher 
he  acquired  great  popularity,  and  in  Philadelphia  he  soon 
became  a  leader  in  scientific  work  through  his  activity  as 
a  member  of  the  Franklin  Institute  and  the  American 
Philosophical  Society  and  by  his  papers  in  the  American 
Journal  of  Sciences.  As  a  scientist  he  attracted  attention 
by  the  breadth  of  his  interests ;  he  investigated  in  the  field 
of  terrestrial  magnetism;  in  1833  he  prepared  a  report  for 
the  Franklin  Institute  on  the  necessity  of  a  national  stand- 
ard of  weights  and  measures.  In  the  same  year  he  was 
elected  a  trustee  of  Girard  College,  and  thus  brought  to  the 
counsels  of  the  group  of  men  who  had  been  appointed 
for  the  purpose  of  carrying  out  the  magnificent  charity 
for  which  Stephen  Girard  had  provided  so  abundantly 
a  knowledge  of  education  and  an  experience  in  organiza- 
tion that  could  have  been  found  nowhere  else  in  America. 
In  1836  he  was  elected  president  of  the  College  in  order 
that  he  might  lead  in  the  organization  of  its  schools.  The 
next  two  years,  until  October,  1838,  were  spent  in  Eu- 
rope examining  into  the  scientific  work  of  the  European 
scholars,  and  especially  into  the  methods  and  systems  of 
education  used  abroad.  The  result  of  this  tour  is  the 
famous  "  Report  on  Education  in  Europe  to  the  Trustees 
of  Girard  College  for  Orphans,"  which  is  in  many  ways 
an  epoch-making  document  in  the  history  of  education 
in  America.  Dr.  Bache  examined  two  hundred  and  eighty 
schools  in  England,  Scotland,  Germany,  Holland,  France, 


CENTRAL    HIGH    SCHOOL  45 

and  Austria,  and  his  published  report  makes  a  volume  of 
six  hundred  and  sixty-six  pages.  It  was  while  upon  this 
tour  that  Dr.  Bache  learned  for  the  first  time  of  the  estab- 
lishment of  the  Central  High  School.  The  story  may  be 
told  in  his  own  words : 

"While  travelling  in  Europe  in  1837  to  procure  information  in 
regard  to  public  education  and  especially  to  eleemosynary  institu- 
tions for  the  Girard  College  for  Orphans,  I  visited  at  Munich  the 
great  workshops  for  astronomical  instruments  established  there  by 
Fraunhofer  and  continued  at  that  time  by  Merz  &  Mahler.  Mr. 
Merz  inquired  if  I  knew  the  Justice  of  the  Philadelphia  High 
School  who  had  ordered  a  large  class  equatorial  telescope  and  other 
instruments  for  the  observatory  of  the  institution.  Here  was  truly 
a  surprise.  A  new  institution  had  sprung  up  since  my  departure 
from  home,  and  with  a  policy  worthy  of  our  city  an  observatory 
had  been  established  in  connection  with  it  which  was  to  be  supplied 
with  instruments  of  a  high  grade.  The  days  of  Rittenhouse  and 
Lukens  and  Owen  Biddle  were  to  be  reinaugurated  in  connection 
with  a  public  school.  This  '  Justice'  whom  the  worthy  artist  sup- 
posed to  be  some  high  functionary  of  the  school  was  George  M. 
Justice,  one  of  the  committee  of  the  High  School  and  a  leader  in 
this  truly  commendable  enterprise." 

Such  was  Alexander  Dallas  Bache's  first  knowledge 
of  the  Central  High  School.  It  may  readily  be  believed 
that  upon  his  return  to  Philadelphia  in  October,  1838, 
he  made  personal  inquiry  into  the  institution  started 
under  such  favorable  auspices,  and  in  the  autumn  of  1839 
he  proffered  his  services  to  the  Board  of  Controllers, 
offering  to  aid  it  without  recompense  in  its  plans  for  the 
organization  of  the  Central  High  School. 

NOTE. — In  a  circular  which  was  issued  by  a  number  of  citizens 
of  Philadelphia  in  1826  proposing  subscription  to  a  stock  company 
for  the  establishment  of  a  college  for  Philadelphia  (see  page  31) 
it  is  interesting  to  notice  that  the  memorialists  ask  what  will  be  the 
effect  of  the  establishment  of  the  proposed  college  upon  the  Uni- 


46  HISTORY    OF    THE 

versity  of  Pennsylvania.  Doubtless  there  were  citizens  of  Philadel- 
phia in  1838  who  dreaded  lest  the  establishment  of  a  public  school 
of  higher  grade  should  interfere  seriously  with  the  prosperity  of 
the  University,  a  fear  that  has  been  revived  from  time  to  time  with 
propositions  for  an  extension  of  the  course  of  the  Central  High 
School.  In  this  connection  may  be  given  the  number  of  graduates 
from  the  college  of  the  University  in  successive  years,  as  cited  in 
the  report  of  Samuel  P.  Bates  to  the  State  Superintendent  of  Com- 
mon Schools,  reprinted  in  The  Pennsylvania  School  Journal,  June, 
1863: 

1826,  8;  1830,  8;  1831,  20;  1832,  25;  1833,  25;  1834,  I4J  1835, 
20;  1836,  13;  1837,  18;  1838,  22;  1839,  20;  1840,  15;  1841,  33; 
1842,  23;  1843,  29;  1844,  20;  1845,  21 ;  1846,  29;  1847,  18;  1848, 
19;  1849,  19;  1850,  25;  1851,  20;  1852,  21 ;  1853,  17;  1854,  13; 
1855,  20;  1856,  26;  1857,  22;  1858,  16;  1859,  30;  1860,  21. 

It  will  be  noticed,  therefore,  that  the  University  reached  a  maxi- 
mum in  the  number  of  graduates  from  the  college  in  the  years  just 
after  the  establishment  of  the  Central  High  School,  and  that  the 
average  has  been  maintained  constantly. 


CENTRAL    HIGH    SCHOOL  47 


CHAPTER    III 

BACHE  AND   HIS  COLLEAGUES 

THE  new  principal  of  the  Central  High  School  brought 
to  the  responsible  post,  now  intrusted  to  him,  a  thorough 
knowledge  of  educational  methods  derived  from  personal 
observation  and  study,  and  an  abiding  faith  in  public 
education.  He  realized  that  the  students  who  entered 
the  school  came  from  a  variety  of  homes  with  widely 
differing  degrees  of  culture  in  their  environments.  Rec- 
ognizing that  their  futures  must  depend  upon  their  own 
efforts,  he  tried  to  stimulate  them  to  higher  thoughts  and 
ideals  and  thus  to  fit  them  for  the  business  of  life.  The 
discipline  of  the  school  was  good  and  kindly,  and  was 
administered  with  a  high  appreciation  of  personal  honor. 
Thus  the  tradition  of  West  Point  was  instilled  into  the 
early  life  of  the  High  School.  Its  results  are  well  attested 
in  the  account  given  by  Professor  George  Davidson  of 
his  early  days  in  the  school. 

The  members  of  the  Faculty  of  this  first  period  were 
selected  by  Dr.  Bache,  and  there  seems  to  have  been  the 
heartiest  co-operation  between  the  High  School  Com- 
mittee and  himself.  As  the  school  increased  in  numbers 
through  the  admission  of  various  classes  the  necessity 
for  an  enlargement  of  the  Faculty  became  apparent. 

In  January,  1839,  Dr.  Henry  McMurtrie  was  appointed 
Professor  of  Anatomy,  Physiology,  and  Natural  His- 
tory. This  chair  he  held  for  twenty-two  years,  until 


48  HISTORY    OF    THE 

increasing  years  rendered  it  incumbent  upon  him  to  re- 
tire. Dr.  McMurtrie  was  born  in  Philadelphia  in  1793. 
He  was  graduated  from  the  Medical  Department  of  the 
University  of  Pennsylvania  in  1814,  and  was  the  author 
of  a  number  of  valuable  scientific  books,  including  the 
"  Lexicon  Scientiarum,"  a  dictionary  of  terms  used  in 
the  various  branches  of  science.  He  was  well  known 
to  scholars  through  his  translation  of  Cuvier's  "  Ani- 
mal Kingdom,"  the  first  English  translation  of  this  great 
scientific  work.  Its  popularity  was  so  great  that  the 
doctor  was  asked  to  deliver  a  number  of  scientific  lec- 
tures upon  the  subject.  Seven  years  after  its  publication 
he  became  a  member  of  the  Faculty  of  the  High  School. 
The  Alumni  of  the  period  of  his  professorship  have  re- 
tained a  most  kindly  recollection  of  Dr.  McMurtrie.  A 
letter  from  the  late  Henry  Gerhart,  of  the  Third  Class, 
says: 

"I  rarely  walk  on  City  Hall  Square  without  remembering  the 
green  trees  that  grew  over  the  way  from  the  school,  or  thinking  of 
the  men  who  were  instructors  of  the  school  in  those  long-ago  days. 
Among  these  none  stands  out  more  saliently  than  the  rotund  form 
of  Dr.  McMurtrie  with  his  gold-rimmed  glasses,  his  bluff  and 
hearty  manner  with  its  dash  of  brusquerie.  None  of  his  distin- 
guished colleagues  put  the  stamp  of  potentiality  upon  himself  or 
their  students  as  did  he  with  his  impressive  manner,  his  lucid  pres- 
entations, and  his  strict  impartiality.  I  have  met  many  instructors 
and  professional  men  who  have  stated  that  the  lectures  of  Dr.  Mc- 
Murtrie established  the  trend  of  their  minds." 

A  correspondent  in  the  Philadelphia  Press  in  1859, 
writing  over  the  nom  de  plume  of  "Alumnus/'  gives  an 
apt  and  in  the  main  accurate  picture  of  some  of  the  early 
members  of  the  Faculty.  He  thus  describes  Dr.  McMur- 
trie as  a  teacher : 


CENTRAL    HIGH    SCHOOL  49 

"  Brisk,  violent,  dogmatical,  full  of  the  energy  and  spirit  of  a 
tyrant  at  the  same  time  that  he  displayed  a  hearty  love  for  the  wel- 
fare and  advancement  of  his  pupils.  The  fear  of  the  most  timid 
was  lifted  by  acquaintance  into  the  most  perfect  confidence  in  the 
kindness  and  justice  of  his  heart.  Before  recess  he  would  command 
silence  and  rivet  the  attention  of  the  class,  and  immediately  before 
he  allowed  them  to  pass  out  he  would  fling  an  enthusiasm  into 
their  spirits  that  the  hardiest  sports  of  the  playground  could  but 
scarcely  satisfy.  He  was  a  great  advocate  of  vigorous  and  regular 
exercise,  and  he  could  put  up  with  much  howling  and  mischief  on 
the  outside  of  the  school  if  the  scholars  would  but  conduct  them- 
selves becomingly  within.  The  transparencies  used  by  the  doctor 
to  illustrate  his  lectures  are  among  the  best  executed  we  have  ever 
seen.  They  were  painted  for  him  by  his  son,  William,  who  is  an 
artist  of  high  reputation.  In  connection  with  his  lectures  he  also 
uses  his  cabinet  of  human  and  comparative  anatomy,  which  is  ar- 
ranged so  as  to  display  systematically  the  osseous  structure  of 
animals  from  the  radiata  to  man.  The  cabinet  and  the  transparen- 
cies are  the  private  property  of  the  doctor." 

His  collections  were  purchased  in  1861  and  have  since 
formed  the  nucleus  of  the  scientific  museum  in  the  bio- 
logical department  of  the  school. 

As  an  illustration  of  Dr.  McMurtrie's  method  in  the 
class-room  the  following  incident  may  be  given,  which 
was  related  by  Dr.  Edward  W.  Vogdes  in  a  public  lecture 
upon  "  Educational  Fallacies"  : 

"  I  shall  never  forget  the  first  anatomical  lecture  it  was  my  lot 
to  attend.  The  venerable  professor  explained  the  great  points  of 
difference  between  organic  and  inorganic  matter.  On  the  following 
day  the  class  was  summoned  to  recite,  and  we  were  on  the  tiptoe 
of  anxiety  to  know  how  the  examination  would  be  conducted.  At 
length  our  champion  was  called  upon,  and  as  he  stood  up  with  a 
mind  full  of  notions  concerning  organic  and  inorganic  matter, 
'  Baldwin,'  said  the  professor,  '  what  had  you  for  breakfast  this 
morning?'  A  question  so  foreign  to  the  one  anticipated  confused 
our  classmate,  but  it  being  repeated,  he  gazed  at  the  ceiling  and 
replied,  'Catfish,  coffee,  and  hot  rolls.'  'Why  are  you  looking  at 
the  ceiling  ?'  continued  the  professor.  '  Sir,'  said  the  pupil,  '  I  was 

4 


50  HISTORY    OF    THE 

looking  in  my  mind's  eye,  and  I  had  my  father's  breakfast-table. 
There  sits  my  mother,  and  beside  her  my  father.  I  sit  on  the  right. 
There  is  a  plate  of  fish,  and  here  the  rolls.  The  steam  from  the 
coffee  even  now  arises  before  me.'  '  Ah,'  interrupted  the  professor, 
'  that  is  what  I  want.  You  are  looking  at  a  picture  now.  You  are 
giving  me  ideas,  not  a  beggarly  array  of  empty-sounding  words. 
Hereafter  when  I  tell  you  that  twenty-two  bones  compose  the  human 
head  and  exhibit  them  to  you,  form  at  once  a  positive  living  picture 
which  you  can  recall  at  any  time,  just  as  Baldwin  has  described  his 
breakfast-table/  " 


The  testimony  of  many  Alumni  would  lead  to  the  con- 
clusion that  Dr.  McMurtrie's  instruction  resulted  in  just 
such  clear  and  definite  impressions  as  he  so  anxiously 
desired  that  his  pupils  should  acquire. 

In  January,  1840,  J.  A.  Deloutte  was  elected  Professor 
of  the  French  Language  and  held  that  chair  until  May, 
1843.  Professor  Deloutte  was  a  Frenchman  in  charac- 
teristics as  well  as  in  birth.  "  Alumnus"  says  of  Deloutte  : 

"  In  his  calmer  moods  he  was  most  winningly  polite  and  perse- 
veringly  agreeable,  but  when  piqued  with  the  obstinate  stupidity  or 
impertinence  of  a  pupil  his  face  gradually  shuffled  off  its  apparently 
invincible  composure,  the  slowness  and  gentleness  of  his  voice  as- 
sumed a  sarcastic  depth,  and  rising  deliberately  to  his  feet  his  body 
would  tower  and  tremble  with  his  passion  in  which  he  would 
thunder  forth  exclamations  of  wounded  pride  and  wild  invectives 
that  were  terrible  to  hear  but  most  provokingly  laughable  to  remem- 
ber. He  was  extravagantly  fond  of  snuff,  but  in  every  other  respect 
he  was  singularly  neat  and  tasteful.  He  would  excuse  a  scholar  an 
hour  from  recitation  to  remove  from  his  roll  an  accidental  blot  or 
disfigurement.  His  table  was  a  pattern  of  tidiness.  It  troubled  him 
to  find  a  speck  upon  it,  and  when  taking  snuff  he  would  always 
turn  his  head  away  from  the  table  so  that  not  a  single  grain  could 
fall  upon  it.  Every  article  had  its  precise  location  marked  out  for 
it  in  his  mind,  and  a  careful  locating  of  each  object  was  always  the 
first  work  of  the  day.  Much  of  his  teaching  was  independent  of 
any  class-book,  and  at  all  times  he  was  as  systematic  in  his  instruc- 
tion as  he  was  with  the  arrangement  of  the  articles  on  his  table.  In 


CENTRAL    HIGH    SCHOOL  51 

conducting  recitations  he  had  discarded  speed  and  impetuosity  and 
had  learned  to  rely  upon  the  method  of  repetition  and  the  slow  and 
natural  growth  of  habit.  Previous  to  leaving  the  High  School  he 
edited  a  small  book  of  fables  in  French.  In  May,  1843,  he  was 
elected  to  a  professorship  in  French  in  Girard  College,  which  posi- 
tion he  resigned  a  few  years  previous  to  his  death,  which,  if  mem- 
ory serves  me  right,  took  place  in  1856." 

In  February  of  1840  an  addition  was  made  to  the 
school's  curriculum  when  Rembrandt  Peale  was  elected 
Professor  of  Drawing  and  Writing.  Rembrandt  Peale, 
artist  and  teacher,  was  born  in  Bucks  County,  February 
22,  1778,  son  of  Charles  Willson  Peale,  the  distinguished 
portrait-painter.  The  father,  whose  portrait  of  Washing- 
ton had  won  for  him  a  national  reputation,  had  peculiar 
views  on  the  subject  of  education.  The  children  were  not 
instructed  according  to  any  systematic  routine,  but  were 
left  to  their  own  choice  in  their  course  of  study.  Means 
were  furnished  to  stimulate  them  to  the  acquisition  of  that 
knowledge  towards  which  their  minds  were  naturally 
bent.  Books,  tools,  canvas,  and  pencil,  together  with  the 
opportunities  to  see  what  had  been  done  by  others,  he 
thought  sufficient,  provided  there  was  a  disposition  to 
learn.  The  family  contained  Rembrandt,  the  artist, 
Franklin,  the  mechanician,  and  Titian,  the  naturalist.* 
When  elected  to  the  Faculty  of  the  Central  High  School 
Rembrandt  Peale  had  already  achieved  an  international 
reputation.  He  had  studied  in  England  under  Benjamin 
West.  He  had  visited  cities  of  the  continent  of  Europe 
to  paint  portraits  of  distinguished  men.  He  had  had 
studios  in  Philadelphia  and  London.  He  was  president 

*  See  Memoir  of  Franklin  Peale  read  before  the  American  Philo- 
sophical Society,  December  16,  1870. 


52  HISTORY    OF    THE 

of  the  American  Academy  and  active  among  the  original 
members  of  the  Academy  of  Design.  He  was  one  of  the 
first  artists  to  practise  lithography  in  the  United  States, 
gaining  a  silver  medal  from  the  Franklin  Institute  in 
1827  for  a  portrait  of  Washington.  He  had  written  quite 
a  number  of  books  upon  natural  history,  and  in  1 83 1  had 
published  "  Notes  on  Italy,  written  during  a  Tour  in 
1829  and  1830."  In  his  old  age  he  commenced  his  career 
as  a  teacher  in  the  Central  High  School.  The  course  of 
instruction  included  the  principles  of  Graphics,  which 
were  studied  from  an  elementary  book  written  by  Pro- 
fessor Peale  during  his  connection  with  the  school. 
"  Drawing,"  said  he,  "  the  simplest  of  all  arts,  is  under^ 
stood  by  all  except  the  blind,  and  can  be  practised  even 
by  the  deaf  and  dumb."  His  students  were  much  im- 
pressed with  the  ability  and  reputation  of  this  teacher. 
His  appearance  counted  in  his  favor.  "  He  is  above  me- 
dium height,  well  proportioned,  and  he  has  a  face  which 
bespeaks  warmth  and  animation,  though  it  is  lighted  up 
beneath  a  halo  of  snow,  which,  with  a  Jacksonian  eleva- 
tion in  front,  is  a  symbol  of  the  straight  up  and  down 
character  of  the  man."  Those  of  his  students  who  en- 
tered into  scientific  work  must  certainly  have  found  his 
instruction  of  direct  use,  in  the  added  facility  in  repre- 
senting one's  ideas  by  diagram,  and  certainly  all  must 
have  been  helped  by  the  two  mottoes  which  were  put 
upon  successive  editions  of  the  text-book  which  he  wrote, 
— "  Try,"  and  then,  "  Nothing  is  denied  to  well-directed 
industry."  Professor  Peale  resigned  from  the  Central 
High  School  in  October,  1844,  and  lived  in  quiet  retire- 
ment in  Philadelphia  until  his  death,  October  3,  1860. 
iWhen  the  development  of  the  school  required  an  ex- 


CENTRAL    HIGH    SCHOOL  53 

tension  in  the  department*  of  Greek  and  Latin,  Dr.  Bache 
turned  naturally  to  his  own  teacher,  John  Sanderson, 
who  was  elected  a  member  of  the  High  School  Faculty,  as 
Professor  of  Greek  and  Latin  and  assistant  in  the  depart- 
ment of  English  and  Belles-Lettres,  in  September,  1840. 
He  was  already  famous  as  a  scholar.  Professor  San- 
derson was  born  in  1783  near  Carlisle,  Pennsylvania.  He 
was  educated  by  a  private  tutor  and  had  studied  law  in 
Philadelphia  before  becoming  a  teacher ;  subsequently  he 
was  assistant  principal  of  Clermont  Academy.  He  wrote 
extensively  for  the  Knickerbocker  Magazine,  Portfolio, 
and  Aurora.  In  1820,  with  his  brother,  James  H.  San- 
derson, he  published  the  first  two  volumes  of  the  "  Biog- 
raphy of  the  Signers  of  the  Declaration  of  Independence," 
which  was  completed  in  seven  volumes  a  few  years  later. 
In  1833  he  gave  up  teaching  and  settled  for  a  while  at 
Pottsville  and  then  travelled  abroad,  spending  several 
months  in  Paris.  This  led  him  to  write  a  series  of  de- 
scriptive articles,  which  were  collected  under  the  title 
"  Sketches  of  Paris,"  a  book  which  was  so  well  received 
that  it  was  translated  into  French  and  finally  retrans- 
lated into  English,  and  so  published  in  London  under 
the  title  "  The  American  in  Paris."  He  also  wrote  por- 
tions of  the  work  entitled  "  The  American  in  London," 
which  appeared  in  the  Knickerbocker  Magazine.  At  the 
period  when  classical  education  seemed  beyond  the  reach 
of  the  students  who  attended  the  public  schools,  he  wrote 
a  number  of  pamphlets  arguing  in  favor  of  classical 
studies,  of  which  the  best  known  was  signed  "  Riber- 
jot,"  and  attacked  the  plan  of  excluding  the  classical 
languages  from  the  curriculum  of  Girard  College.  His 
teaching  in  the  High  School  was  singularly  successful. 


54  HISTORY   OF   THE 

His  mind  was  brimming  with  kind  and  polished  wit,  and 
it  appeared  to  be  his  especial  delight  while  mingling  with 
the  aims  and  sympathies  of  youth  to  elevate  their  tone 
and  to  leave  an  impress  that  would  gratify  or  beautify 
for  life.  His  method  of  instruction  in  the  classics  was 
rapid  and  full,  at  the  same  time  that  it  was  masterly  and 
minute;  but  the  branch  in  which  he  displayed  the  most 
originality  and  ability  was  the  grammar  of  our  own 
language,  which  he  was  led  to  study  through  his  duties 
at  the  High  School.  At  the  time  of  his  death  he  had  in 
course  of  preparation  a  book  on  the  origin  and  structure 
of  the  English  language.  The  following  is  an  example 
of  his  conversational  method  of  teaching,  given  by 
"  Alumnus" : 

"'What  is  a  definition?'  'That  which  defines  the  object  and 
excludes  everything  else.' 

" '  If  I  say  that  a  tailor  is  a  person  who  makes  men's  apparel,  is 
it  a  good  definition  ?'  '  No,  because  a  shoemaker  might  say  that  he 
makes  men's  apparel,  and  that  therefore  he  must  be  a  tailor.' 

" '  Plato's  definition  of  a  man  was,  that  he  was  a  two-legged  ani- 
mal without  feathers.  Diogenes  stripped  a  chicken  of  its  feathers 
and  threw  it  into  Plato's  school,  saying,  "  There  is  Plato's  man," 
and  according  to  his  definition  it  really  was.' 

" '  Aristotle  has  called  poetry  an  imitative  art,  and  the  moderns 
have  given  that  as  his  definition.  Is  it  a  good  one?'  'No,  because 
other  arts  are  imitative.  The  manufacture  of  currycombs  is  an 
imitative  art.  What  would  the  manufacture  of  currycombs  be, 
according  to  Plato  ?  Poetry !' 

"  Thus  would  he  multiply  illustrations  on  the  main  idea,  interest- 
ing by  his  allusions  and  fixing  by  his  repetitions,  so  that  the  quickest 
were  still  progressing  and  the  dullest  were  not  left  behind." 

Professor  Sanderson's  services  at  the  High  School 
continued  until  his  death,  which  occurred  April  5,  1844. 
His  death  was  reported  to  the  American  Philosophical 


CENTRAL    HIGH    SCHOOL  55 

Society  by  John  S.  Hart,  who  spoke  of  him  in  the  fol- 
lowing words : 

"  That  which  chiefly  distinguished  him  as  a  writer  was  his  power 
of  observation  and  delineation.  He  had  in  consequence  a  remark- 
able talent  for  that  species  of  writing  which  consists  in  giving  vivid 
sketches  of  passing  characters  and  events.  Our  published  literature 
contains  few  more  readable  books  than  his  '  American  in  Paris.' 
His  mind  was  a  perennial  fountain  of  wit,  sparkling,  buoyant,  and 
playful,  of  that  laughter-loving  kind  which  never  failed  to  produce 
hilarity  as  it  was  never  known  to  provoke  resentment.  He  was  a 
man  eminently  devoid  of  guile  or  malice.  Simple  in  manners  and 
address  and  almost  childlike  in  his  feeling,  he  won  from  those  who 
knew  him,  and  particularly  his  pupils,  something  higher  and  holier 
than  respect.  He  was  beloved.  He  had  a  kindliness  of  disposition 
which  always  found  its  way  to  the  heart." 

In  October  of  1841  Professor  Wines  resigned  the 
chair  of  Mental,  Moral,  and  Political  Science.  As  he 
left  Philadelphia  shortly  after  this,  his  honorable  career 
during  the  thirty-eight  years  of  life  that  still  remained 
to  him  does  not  come  within  the  scope  of  this  record. 
Suffice  it  to  say  that  he  became  interested  in  the  study 
of  penology,  and  he  devoted  his  life  to  the  promotion  of 
reform  in  the  administration  of  criminal  law  and  in  the 
conduct  of  penal  institutions  throughout  the  world.  His 
work  at  the  Central  High  School  was  taken  up  by  Oliver 
A.  Shaw,  A.M. 

Professor  Shaw  was  born  in  Salem,  Massachusetts, 
in  1799.  At  an  early  age  he  was  left  dependent  on  his 
own  exertions,  and  as  a  result  of  his  hard  work  he  ob- 
tained his  Bachelor's  degree  at  Harvard  and  his  Master's 
degree  at  Yale.  He  taught  school  in  Virginia  and  after- 
wards at  Gulf  Mills,  near  Philadelphia.  His  connection 
with  the  Central  High  School  lasted  not  quite  two  years. 


56  HISTORY    OF    THE 

His  course  of  instruction  included  elementary  principles 
of  morals,  with  lessons  on  the  relations  of  pupils  and 
teachers,  children,  parents  and  guardians.  He  taught 
enthusiastically,  working  independently  of  class-books. 
"Alumnus"  records  that  his  excessive  kindness  allowed 
encroachments  upon  his  prerogatives  as  a  professor,  but 
his  heart  was  always  warm  and  he  was  well  esteemed  by 
the  students.  His  resignation  was  presented  in  July,  1843, 
after  which  he  studied  for  the  ministry,  taking  orders  in 
the  Episcopal  Church.  After  a  few  years  he  went  to  the 
South  and  lived  there  during  the  remainder  of  his  life. 
He  was  a  man  of  some  eccentricities.  It  was  his  idea  that 
it  was  a  sin  against  natural  law  for  one  to  cut  his  hair, 
and  for  some  years  he  allowed  that  and  his  beard  to  grow 
at  will,  and  in  consequence  his  appearance  caused  some 
comment.  He  died  at  Yazoo  City,  Mississippi,  in  1855. 
The  final  organization  of  the  course  of  study  was 
completed  in  January,  1842,  when  John  C.  Cresson  and 
James  C.  Booth  were  elected  to  chairs  in  the  scientific 
department.  Professor  Cresson  was  born  in  Philadelphia 
in  1806  and  was  educated  at  the  Friends'  Academy.  His 
earlier  interests  were  in  agriculture  and  later  in  business ; 
his  greatest  reputation  was  won  in  the  field  of  civil  en- 
gineering, and  for  twenty-eight  years  he  was  superin- 
tendent and  engineer  of  the  Philadelphia  Gas  Works. 
In  1837  he  was  elected  to  the  chair  of  Mechanics  and 
Natural  Philosophy  in  the  Franklin  Institute,  and  from 
this  position  he  was  naturally  promoted  to  the  Central 
High  School.  He  remained  scarcely  long  enough  to 
make  his  mark  upon  the  school.  He  gave  but  one  lec- 
ture or  conducted  but  one  recitation  each  school  day. 
There  was  very  little  provision  for  illustrative  apparatus 


JAMKS  C.    BOOTH 


JOHN   F.    FRAZER 


REMBRANDT    PEAl.E 


JOHN   C.   CRESSON 


CENTRAL    HIGH    SCHOOL  57 

in  the  field  of  natural  philosophy,  but  Professor  Cresson 
willingly  sacrificed  time  and  money  in  making  his  course 
as  thorough  and  practical  as  possible.  He  was  much  es- 
teemed as  teacher  and  man.  His  son,  Dr.  Charles  M. 
Cresson,  was  a  student  in  the  First  Class  of  the  Central 
High  School. 

James  C.  Booth,  chemist,  was  born  in  Philadelphia 
July  28,  1810,  and  was  graduated  from  the  University 
of  Pennsylvania  in  1829.  He  then  prepared  at  Rensselaer 
Polytechnic  Institute  and  afterwards  went  to  Germany, 
where  he  studied  chemistry  under  Wohler,  being  the  first 
American  student  in  analytical  chemistry  to  venture  into 
Germany.  He  worked  for  some  time  under  Magnus  in 
Berlin,  then  in  Vienna,  and  afterwards  in  England.  In 
1836  he  established  a  laboratory  in  Philadelphia,  the 
first  of  its  kind  in  the  United  States  for  instruction  in 
chemical  analysis  and  chemistry  applied  to  the  arts.  A 
course  under  Dr.  Booth  was  at  one  time  considered 
essential  to  those  who  studied  chemistry/ and  many  of 
his  pupils  have  won  scientific  reputations.  About  the 
same  time  he  became  Professor  of  Chemistry  at  Franklin 
Institute  and  continued  his  lectures  during  several  years. 
In  the  Central  High  School  his  course  included  lectures 
upon  the  general  principles  of  chemistry,  organic  and 
inorganic,  and  analysis.  There  was  no  laboratory  for 
the  students  at  this  time  and  illustrative  apparatus  was 
painfully  scarce.  Professor  Booth  had  little  to  say  to 
the  pupils  outside  of  his  subject;  he  entered  the  school 
to  instruct,  not  to  please;  and  as  a  consequence  his  in- 
fluence was  most  felt  by  those  whose  scientific  predi- 
lections he  could  discover,  and  whose  tendencies  he  did 
much  to  encourage.  He  resigned  from  the  Central  High 


58  HISTORY    OF    THE 

School  in  November,  1845,  an<^  f°ur  years  later  was 
appointed  refiner  of  the  United  States  Mint  at  Philadel- 
phia, a  position  which  he  retained  for  more  than  thirty 
years  until  his  death  in  1888. 

The  last  of  Dr.  Bache's  appointments  is  the  only  sur- 
vivor of  this  famous  group, — George  J.  Becker,  whose 
connection  with  the  Central  High  School  covers  the 
period  from  1842  to  1853.  Professor  Becker  is  a  Ger- 
man in  nativity,  but  his  life  has  been  devoted  to  the 
teaching  of  the  business  arts  in  the  land  of  his  adoption. 
In  January,  1842,  he  was  appointed  assistant  to  Pro- 
fessor Peale,  and  two  years  later,  upon  the  resignation 
of  his  superior,  he  was  elected  to  the  professorship  of 
Drawing,  Writing,  and  Bookkeeping.  Rembrandt 
Peale's  forte  was  painting;  that  of  his  successor  was 
penmanship.  "  Never  have  we  beheld  a  more  neat  or 
skilful  writer  at  work,"  records  "  Alumnus." 

"  With  a  clean  page  and  a  carefully  selected  pen,  he  would  dash 
off  flourishes,  ornaments,  and  figures  with  a  freedom  that  an  en- 
graver might  vainly  attempt  to  counterfeit,  and  with  a  beauty  that 
he  could  not  excel.  He  issued  a  system  comprising  ten  books, 
which  are  now  familiar  to  most  of  the  scholars  in  Philadelphia 
and  to  many  in  the  United  States.  In  his  system,  the  letter  '  o'  is 
pointed  at  the  top  in  all  of  its  combinations ;  the  loops  of  letters 
are  well  proportioned ;  in  the  '  m'  and  '  n',  only  the  last  descending 
stroke  is  made  heavy;  the  angles  at  the  turning-points  are  not  very 
acute ;  a  peculiar  '  x'  is  made  by  connecting  a  direct  and  an  inverted 
'  i* ;  and  the  convenient  German  '  t'  is  insisted  upon." 

Professor  Becker's  work  at  the  High  School  was  thor- 
oughly appreciated  by  the  students,  and  in  many  cases 
he  gave  to  them  that  acquaintance  with  business  prac- 
tice that  afterwards  proved  of  such  great  value  to  the 
graduate  in  securing  first  employment.  He  resigned 


CENTRAL    HIGH    SCHOOL  59 

in  April,  1853,  to  accept  the  chair  of  Drawing  and 
Bookkeeping  at  Girard  College,  and  there  he  taught  for 
forty-three  years;  in  1896,  however,  he  was  retired  from 
active  service  with  full  pay,  and  his  life  has  since  been 
spent  in  comfortable  and  honorable  rest. 

Such  was  the  group  of  able  and  distinguished  men 
who,  brought  together  under  the  leadership  of  Alexander 
Dallas  Bache,  now  devoted  themselves  with  singular  effi- 
ciency to  the  teacher's  life.  A  Faculty  so  strong  in  schol- 
arship and  so  devoted  in  spirit  at  once  gave  tone  to  the 
institution.  Perhaps  the  most  important  single  reason 
for  the  early  popularity  of  the  school  was  the  culture 
and  ability  of  its  teachers.  Few  institutions  in  the  land  of 
the  same  grade  could  equal  this  young  public  school  in 
power ;  certainly  none  could  surpass  it.  As  a  result,  these 
early  years  form  a  period  of  triumph  and  of  progress. 
The  school  drew  from  all  classes  of  society ;  the  ambitious 
among  the  pupils  were  spurred  on  by  the  view  of  a  goal 
which  it  was  so  worth  while  to  attain;  the  well-to-do 
began  to  recognize  that  the  hitherto  despised  public 
schools  afforded  advantages  not  to  be  obtained  at  pri- 
vate academies;  and  so  a  spirit  of  loyalty  to  public  edu- 
cation gradually  permeated  public  opinion. 

The  utmost  harmony  prevailed  in  the  internal  govern- 
ment of  the  school.  The  powerful  personality  of  the 
principal,  together  with  that  "  singular  abnegation  of 
self"  which,  in  the  view  of  his  friend,  Professor  Joseph 
Henry,  was  the  secret  of  his  influence  over  others,  gave 
to  the  Faculty  a  unity  of  purpose  that  was  most  helpful 
in  its  effect  on  the  life  of  the  institution.  Seventeen 
years  after  leaving  the  school  Professor  Bache  paid  the 
following  tribute  to  his  colleagues : 


60  HISTORY   OF    THE 

"How  rise  before  me  the  forms  of  those  who  then  filled  the  pro- 
fessors' chairs!  The  charming  classical  mind  of  John  Sanderson, 
so  enthusiastic  in  the  beauties  of  his  author,  so  eloquent  in  expa- 
tiating, so  varied  in  information,  so  gentle,  so  affable,  a  wit  so 
keen,  and  yet  a  heart  so  relenting!  He  had  been  my  own  beloved 
preceptor  in  earlier  years,  and  it  was  a  source  of  intense  gratifica- 
tion thus  to  have  offered  him  the  niche  to  which  he  was  exactly 
fitted,  and  which  had  been  his  life-long  search.  The  '  American  in 
Paris'  would,  I  thought,  have  made  an  admirable  instructor  in 
French,  but  his  modesty  forbade  his  entering  upon  instruction  in  a 
foreign  language.  The  laborious,  philosophical,  analytical  instruc- 
tion in  French  of  Professor  Deloutte,  how  it  rises  with  all  its  pecu- 
liarities before  me  now !  and  well  do  his  old  pupils  around  me  re- 
member him  and  it  and  those  magical  tables  of  white  and  red, 
covering  the  walls  of  his  class-room  and  from  which  he  taught  and 
lectured.  These  men  are  gone  to  their  rest,  and  we  may  speak 
freely  of  them.  Shall  I  not  also  do  the  same  of  that  venerable 
doctor  (McMurtrie)  who,  learned  in  his  sciences,  thought  it  no 
derogation  to  bring  them  down  to  uses  of  common  life;  whose 
kindness  of  heart  carried  away  his  pupils,  removing  the  barrier 
which  a  sternness  of  manner  sought  to  erect  for  discipline's  sake? 
The  quiet,  classical,  elegant  turn  given  to  his  instruction  by  Pro- 
fessor Frost.  The  systematic  and  yet  original  and  developing  char- 
acter of  the  teaching  of  Professor  Wines;  the  ardent,  enthusiastic, 
artist-like,  philosophical  aims  of  Rembrandt  Peale,  who,  the  in- 
ventor of  a  new  system,  found  here  his  first  '  large-scale'  experimen- 
tal field  for  its  demonstration.  The  quiet,  philosophical,  thorough 
method  of  Professor  Kendall;  the  patient,  practical  grounding  of 
Professor  Vogdes ;  the  brilliant  scientific  expositions  of  Professor 
Frazer ;  the  systematic  and  practical  chemical  teaching  of  Professor 
Booth.  I  see  these  men  as  in  the  magic  mirror  of  the  past,  and 
hear  their  teachings  in  the  never-dying  waves  of  the  air,  moved  by 
their  voices. 

"  It  was  the  early  dawn  of  the  school,  but  was  already  quite 
light."  * 

*  Address  of  Alexander  Dallas  Bache  before  the  Alumni  Associ- 
ation of  the  Central  High  School,  delivered  February  10,  1859. 


CENTRAL    HIGH    SCHOOL  61 


CHAPTER    IV 

THE   LIFE   AND   THE    WORK 

THE  educational  history  of  the  High  School  com- 
mences with  Dr.  Bache's  report  to  the  High  School 
Committee,  which  was  presented  December  10,  1839. 
Previous  to  this  keen  analysis  of  the  function  of  the 
school  there  had  been  competent  instruction,  but  there 
was  no  complete  grasp  of  the  situation.  Bache  was  fresh 
from  his  European  investigation,  where  he  had  been 
favorably  impressed  with  the  Prussian  system,  by  which 
boys  intended  for  the  learned  professions  are  educated 
in  the  classical  courses  of  the  "  Gymnasia,"  while  those 
intended  for  business  life  pass  the  corresponding  period 
in  the  study  of  science  and  modern  languages  in  the 
"  Real  Schools."  He  submitted  to  the  Philadelphia  Com- 
mittee a  sketch  of  the  Leipsic  system,  and  pointed  out 
that  just  as  our  public  schools  supplied  the  place  of  the 
elementary  schools  abroad,  so  our  High  School  should 
correspond  to  the  "  Gymnasia"  and  the  "  Real  Schools." 
It  should  prepare  one  group  for  the  University,  where 
they  would  enter  upon  professional  study;  it  should  pre- 
pare another  group  for  active  business  life.  That  these 
functions  are  of  the  highest  usefulness  is  apparent,  but 
Bache  broadened  the  popular  conception  of  education  so 
as  to  include  moral  and  physical  education  as  well  as  the 
training  of  the  mind. 


62  HISTORY    OF    THE 

With  this  general  discussion  of  the  aims  and  ideals 
of  the  school  he  prefaced  the  specific  recommendations 
which  were  to  change  entirely  its  organization.  His  sup- 
plementary report,  as  preserved  in  the  old  minute-book 
of  the  Faculty,  is  given  in  full : 


OF   ORGANIZATION   OF   THE   CENTRAL    HIGH 
SCHOOL. 

There  shall  be  three  courses  of  instruction  in  the  Central  High 
School,  one  principal  and  two  subsidiary ;  the  Principal  Course 
shall  embrace  the  following  subjects: 

A.  LANGUAGE.      i.    English    Language,    etc.,    as    at    present 

taught,  retaining  for  this  department  the  title  now 
in  use  of  "  English  Belles-Lettres." 

2.  French  and  Spanish;  the  former  to  be  obligatory 
upon  all  the  pupils  attending  the  Principal  Course; 
the  two  languages  to  be  taught  by  the  same  Professor. 

B.  GEOGRAPHY  AND  HISTORY.     To  be  united  for  the  present 

with  the  department  of  English  Belles-Lettres. 

C.  MATHEMATICS,     i.  Lower  Mathematics,   including  Arith- 

metic, Algebra,  Geometry,  and  Trigonometry,  with 
their  applications. 

2.  Higher  Mathematics,  including  Higher  Algebra,  Ana- 
lytical and  Descriptive  Geometry,  and  their  applica- 
tions. 

D.  MECHANICAL  AND  NATURAL  PHILOSOPHY;  their  elementary 

principles  and  applications.  To  be  taught  by  the  Pro- 
fessor of  the  Higher  Mathematics,  to  whom  also  the 
direction  of  the  Observatory  is,  for  the  present,  to  be 
confided. 

E.  NATURAL  HISTORY,  to  include  Natural  Theology  and  the 

precepts  of  Health  (Hygiene). 

F.  MORALS  AND  THE  EVIDENCES  OF  CHRISTIANITY,  Mental  and 

Political  Science,  to  be  taught,  for  the  present,  by  the 
Professor  of  the  Classics. 

G.  WRITING.   "|  To  be,  at  least  for  the  present,  united  in  one 
H.  DRAWING,  j     department. 


CENTRAL    HIGH    SCHOOL  63 

The  two  subsidiary  courses,  to  be  entitled  respectively  the  Ele- 
mentary and  the  Classical  Courses,  shall  consist  of  the  following 
branches : 

First,  for  the  Elementary  Course : 

A.  ENGLISH  LANGUAGE. 

B.  GEOGRAPHY  AND  HISTORY. 

C.  LOWER  MATHEMATICS. 

D.  ELEMENTS  OF  MECHANICS  AND  NATURAL  PHILOSOPHY. 

E.  ELEMENTS  OF  NATURAL  HISTORY. 

F.  MORAL  LESSONS. 

G.  WRITING. 
H.  DRAWING. 

Second,  for  the  Classical  Course: 

A.  LANGUAGE.    T.  Latin  and  Greek. 

2.  English  Belles-Lettres. 

3.  French,    as    far   as    may   prove    consistent   with    due 

progress  in  classical  and  the  English  studies. 

B.  GEOGRAPHY  AND  HISTORY. 

C.  MATHEMATICS.     To  include  the  Lower  Mathematics  and 

as  much  of  the  Higher  as  may  be  practicable. 

D.  ELEMENTS  OF  MECHANICS  AND  NATURAL  PHILOSOPHY. 

E.  NATURAL  HISTORY. 

F.  MORAL  LESSONS. 

G.  WRITING. 
H.  DRAWING. 

The  duration  of  the  Principal  Course  and  the  Classical  Course 
shall  each  be  four  years,  and  of  the  Elementary  Course  two  years, 
and  parents  are  expected  to  make  the  selection  of  one  or  the  other 
course  for  their  sons  on  admission  to  the  school.  Provided,  how- 
ever, that  any  parent  shall  be  at  liberty  to  change  his  decision  at 
the  expiration  of  half  a  year. 

The  duties  of  the  Professors  appointed  shall  be  in  conformity 
with  the  distribution  of  studies  made  in  the  foregoing;  and  in 
addition  there  shall  be  appointed  a  Professor  of  the  French  and 
Spanish  Languages  and  a  Professor  of  Drawing  and  Writing. 

The  school  year  shall  be  divided  into  two  terms,  a  Winter  and 
a  Summer  Term,  the  first  beginning  on  the  first  of  September  and 
ending  on  the  twenty- fourth  of  December ;  the  second  beginning 
on  the  third  of  January  and  ending  on  the  fifteenth  of  July.  Pro- 
vided that  if  the  first  of  September  or  the  third  of  January  fall 
on  a  Sunday,  the  term  shall  begin  on  the  following  Monday,  and  if 


64  HISTORY    OF    THE 

the  twenty-fourth  of  December  or  the  fifteenth  of  July  fall  on 
Sunday,  the  term  shall  end  on  the  preceding  Saturday. 

At  the  close  of  each  term  there  shall  be  an  examination  of  the 
pupils  of  the  High  School,  the  one  in  December  to  be  in  the  pres- 
ence of  the  parents  of  the  pupils,  of  the  Controllers,  and  of  the 
Instructors  in  the  School ;  the  other  in  July  to  be  public. 

There  shall  be  twice  in  each  year  at  the  opening  of  the  term  an 
examination  for  admission  into  the  High  School,  of  which  due 
public  notice  will  be  given. 

To  be  admitted  into  the  High  School,  a  candidate  must  be  twelve 
years  of  age,  have  passed  at  least  six  months  in  one  of  the  Public 
Schools  of  the  First  School  District  of  Pennsylvania,  and  show 
on  examination  that  he  is  able  to  read,  write,  and  spell  correctly, 
has  a  competent  knowledge  of,  and  understands  the  English  lan- 
guage, Rules  of  Arithmetic  to  proportions  inclusive. 

The  vacations  shall  consist  of  the  intervals  between  the  terms 
heretofore  fixed,  and  such  other  holidays  as  may  by  rule  be  given 
in  the  Public  Schools  of  this  District. 

The  Officers  of  the  School  shall  consist  of  a  Principal,  Pro- 
fessors and  Masters,  and  a  Janitor,  whose  duties  shall  be  fixed 
by  the  Committee  on  the  High  School. 

The  Principal  and  Professors  and  Masters  shall  meet  from 
time  to  time  as  a  Board  to  inform  themselves  of  the  progress  and 
character  of  the  pupils  in  the  several  rooms,  to  consult  in  regard 
to  improvement  in  their  courses  or  discipline,  and  to  consider  such 
cases  of  discipline  as  may  be  submitted  to  them. 

The  Principal  of  the  School  shall  have  authority  to  convene  this 
Board,  and  to  serve  as  the  medium  of  communication  with  the 
Committee  of  Control. 

Each  Professor  is  considered  as  responsible  for  the  discipline 
and  due  progress  of  the  pupils  in  his  department,  subject  to  the 
Rules  of  the  Committee  of  Control. 

The  Principal  is  charged  with  the  inspection  of  the  School,  and 
it  is  his  duty  to  make  to  the  Professors  or  the  Masters  or  to  the 
Committee  such  suggestions  in  regard  to  the  studies,  discipline, 
and  general  welfare  of  the  establishment  as  may  seem  to  him  to 
be  necessary  or  expedient. 

The  Principal  shall  make  a  report  to  the  Committee  twice  every 
year  at  the  close  of  each  term  relative  to  the  condition  of  the  High 
School,  and  embodying  such  suggestions  for  its  improvement  as 
may  appear  desirable.  The  Principal  is  considered  as  replacing 


CENTRAL    HIGH    SCHOOL  65 

tHe  Committee  in  regard  to  the  internal  management  of  the  School, 
when  they  are  not  in  session. 

The  Committee  of  Control  have  full  authority  to  make  all  rules 
and  regulations  relating  to  the  High  School,  not  conflicting  with 
the  foregoing,  and  to  alter  them  at  pleasure. 

The  foregoing  plan  of  organization  having  been  pre- 
sented to  the  Board  of  Controllers,  it  was  unanimously 
approved,  and  Dr.  Bache  was  authorized  to  undertake 
the  task. 

The  curriculum  was  then  organized  with  three  courses 
of  study. 

The  Principal  Course  was  the  most  popular,  and  it  was 
elected  by  almost  two-thirds  of  the  students.  It  corre- 
sponded to  the  German  "  Real  School"  in  that  it  was 
designed  to  prepare  boys  for  trade,  commerce,  and  busi- 
ness. 

The  Elementary  Course  was  recommended  to  those 
who,  from  necessity,  could  afford  but  two  years  for 
higher  education.  The  number  of  students  who  pursued 
this  course  was  never  very  great;  in  Professor  Hart's  ad- 
ministration it  was  abolished  as  a  separate  course,  and  in 
its  place  a  partial-course  certificate  was  substituted,  con- 
ferred upon  those  who  had  completed  at  least  two  years, 
but  who  were  not  able  to  finish  the  entire  course. 

The  Classical  Course  gave  instruction  in  Greek  and 
Latin  in  ^rlace  of  the  modern  languages.  Hence  it  was 
designed  to  prepare  for  college  or  for  professional  studies 
at  a  university. 

The  curriculum  contained  two  significant  features, — 
it  was  unusually  strong  along  the  lines  of  natural  science 
and  mathematics,  and  there  was  provision  for  the  teach- 
ing of  two  modern  languages, — French  and  Spanish. 

5 


66  HISTORY    OF    THE 

The  first  has  characterized  the  course  of  study  down  to 
the  present  time,  and  may  be  ascribed  to  Dr.  Bache's 
intense  appreciation  of  the  value  of  a  scientific  education. 
The  study  of  Spanish  *  has  equal  significance,  and  is  one 
of  the  first  indications  of  a  recognition  of  the  trade  rela- 
tions of  the  United  States  to  Central  and  South  America. 
Professor  Davidson  recalls  that  Dr.  %  Bache's  educational 
ideal  was  formed  in  large  measure  by  his  experience  at 
West  Point,  and  that  his  desire  was  for  a  school  equal  to 
the  Military  Academy  in  all  points  "  pertaining  to  a  thor- 
oughly practical  education." 

If  the  High  School  owes  a  debt  to  West  Point  for 
its  course  of  study,  equally  great  is  the  obligation  for 
the  system  of  discipline,  by  which,  with  slight  changes, 
the  school  was  governed  until  1890.  There  is  only  one 
way  to  correct  delinquencies  in  the  minor  details  of  con- 
duct, and  that  is  by  providing  an  adequate  and  reason- 
able penalty  for  each  act  of  misconduct.  This  is  the 
chief  problem  in  school  discipline.  For  a  grave  offence 
or  serious  moral  obliquity,  expulsion  or  an  appeal  to  the 
parent  is  usually  an  appropriate  punishment.  For  trifles, 
a  personal  rebuke  or  an  admonition  is  usually  sufficient. 
But  between  these  two  extremes  come  a  great  series  of 
school  misdemeanors,  which  cannot  be  passed  over  in 
silence  or  the  result  is  detrimental  to  character.  Sus- 
pension or  expulsion  is  too  serious,  a  rebuke  gradually 
loses  its  effectiveness,  and  yet  if  some  penalty  is  not 
prescribed  the  pupil  becomes  confirmed  in  careless  hab- 
its. To  meet  these  cases,  Dr.  Bache  introduced  from 


*  Spanish  was  dropped  from  the  curriculum  in  1854,  but  has  re- 
cently been  replaced  in  the  commercial  course  (1898). 


CENTRAL    HIGH    SCHOOL  67 

West  Point  the  system  of  demerits,  whereby  petty  of- 
fences were  punished  by  demerit  "  marks,"  to  be  imposed 
by  professor  or  principal.  These  marks  were  reported 
to  the  principal,  and  were  carefully  noted  in  records, 
which  became  later  the  famous  "  Black  Books."  Where 
the  total  was  on  the  increase,  the  pupil  was  sent  for  by 
Dr.  Bache,  who  in  his  kindly  earnest  way  would  point 
out  the  evils  of  a  continued  indifference  to  school  laws. 
Reports  of  demerits,  as  well  as  of  recitation  marks,  were 
sent  to  parents,  and  for  the  latter  the  standard  of  10 
was  selected  by  Dr.  Bache  in  preference  to  5,  which  was 
the  basis  during  the  first  year.  As  much  as  possible  a 
sense  of  personal  honor  was  encouraged,  and  many  de- 
tails of  school  life  were  committed  to  the  students  for 
supervision.  Thus,  at  one  time,  a  monitorial  system  was 
established,  and  the  older  and  more  thoughtful  boys  were 
placed  in  charge  of  the  stairways,  the  playground,  etc. 
In  June,  1842,  the  superintendent  of  monitors  was  one 
whose  name  is  known  to  three  generations  of  High 
School  Alumni, — Zephaniah  Hopper. 

The  old  Faculty  minute-book  contains  a  careful  record 
of  the  life  of  the  school,  and  from  its  ancient  pages  the 
following  incident  of  discipline  is  gleaned.  Six  boys 
were  charged  "  with  causing  snuff  to  be  distributed  in 
school  for  the  purpose  of  creating  disorder  and  confu- 
sion." They  were  given  a  hearing  before  the  Faculty, 
— no  condemnation  without  an  opportunity  for  defence, 
— and  then  their  testimony  was  reduced  to  writing.  The 
next  day,  when  there  had  been  ample  opportunity  for 
grave  reflection  upon  the  matter,  which  possibly  involved 
the  futures  of  a  number  of  young  men,  the  Faculty  again 
assembled,  and,  in  the  cases  in  which  there  had  been  dis- 


68  HISTORY    OF    THE 

ingenuousness  or  deceit,  recommended  to  the  Committee 
on  High  School  that  the  students  should  be  dismissed. 
Surely  nothing  more  just  in  procedure  could  be  de- 
vised. 

The  Faculty  meetings  were  held  on  Saturday  at  the 
noon  hour,  and  were  well  attended.  The  routine  busi- 
ness was  the  examination  of  the  rolls  of  the  school,  to 
see  whether  any  students  were  falling  below  the  standard 
for  work.  Occasionally  parents  would  be  requested  to 
withdraw  their  sons  from  school,  as  they  were  not 
earnest  in  their  studies.  Sometimes  special  cases  were 
considered.  Andrew  Mason  should  have  been  admitted 
with  the  Fifth  Class  in  January,  but  he  was  several 
months  under  twelve  years,  and  so,  reluctantly,  the  Fac- 
ulty asked  his  father  to  withdraw  him  for  a  term.  In 
these  early  days  educational  problems  were  frequently 
referred  to  the  Faculty  for  its  consideration.  In  January, 
1842,  the  chairman  of  the  Committee  on  Education  of 
the  Legislature  of  Pennsylvania  wrote  to  Dr.  Bache 
requesting  the  opinion  of  the  "  Board  of  Instructors" 
upon  certain  questions  concerning  text-books  and  course 
of  study  for  the  common  schools.  The  letter  was  re- 
ferred to  a  committee,*  whose  report  was  a  complete  dis- 
cussion of  the  work  of  the  elementary  schools. 

The  patrons  of  the  school  were  well  satisfied  with  its 
management.  By  reports  to  them,  by  special  letters,  and 
by  his  courteous  readiness  to  give  information  at  all 
times  the  principal  won  their  confidence  and  respect, 
and  this  reacted  in  the  support  which  they  gave  to  the 
school  and  its  teachers  in  their  homes  and  before  the 

*  A.  D.  Bache,  John  Sanderson,  and  William  Vogdes. 


CENTRAL    HIGH    SCHOOL  69 

public.  When  a  student  entered  the  school  the  principal 
sent  a  letter  to  his  father  describing  the  courses  which 
the  school  could  give ;  when  he  entered  A,  as  the  highest 
division  has  always  been  called,  another  letter  was  sent, 
inquiring  as  to  the  probable  line  of  life-work  which  he 
would  pursue,  so  that  the  studies  for  senior  year  might 
be  so  arranged  as  best  to  contribute  to  his  future  career. 
At  regular  times  public  examinations  were  held,  and  the 
parents  were  invited  to  witness  the  exercises.  All  these 
plans  resulted  in  an  increase  of  popular  favor,  which 
was  intensified  when  those  who  had  at  first  opposed 
higher  education  as  too  costly  noticed  the  care  with  which 
the  school's  executive  watched  every  expenditure,  thus 
continually  reducing  the  per  capita  cost. 

From  its  inception  the  school  exerted  a  powerful  in- 
fluence upon  the  educational  system  of  the  city.  In  1841, 
Dr.  Bache  was  asked  to  assume  the  general  superintend- 
ence of  the  schools  of  the  city,  and  during  his  year  of  ser- 
vice in  this  field  he  did  much  to  harmonize  the  system. 
In  October,  1840,  he  presented  to  the  Board  of  Con- 
trollers a  report  on  the  "  Organization  of  a  High  School 
for  Girls  and  a  Seminary  for  Female  Teachers,"  and 
while  this  object  was  not  instantly  achieved,  his  clear 
and  lucid  argument  formed  a  powerful  weapon  in  the 
hands  of  Hon.  James  Campbell  and  other  advocates  of 
higher  education  for  women.  The  elementary  schools 
gradually  improved  in  character  with  the  incentive  which 
the  semi-annual  examination  for  admission  to  the  High 
School  furnished.  In  October,  1838,  but  forty-five  per 
cent,  of  those  applying  passed  the  examination  success- 
fully, but  in  four  years  the  ratio  had  risen  to  seventy- 
two  per  cent. 


70  HISTORY    OF   THE 

The  entrance  examination  was  conducted  with  a  single 
view  to  impartiality.  "  All  the  candidates  were  received 
at  the  one  time,  and  to  each  a  ticket  was  given,  bearing 
a  number  upon  it,  to  which  the  applicant  answered  during 
the  examination,  and  by  which  his  qualifications  were  re- 
corded." Oral  and  written  tests  were  required,  and  the 
standing  of  each  group  of  candidates  from  each  gram- 
mar school  was  published  in  the  annual  report  of  the 
Board  of  Controllers.  To  be  admitted  was  a  very  great 
honor,  and  correspondingly  great  was  the  sting  of  de- 
feat. And  over  all,  superintending,  advising,  guiding,  was 
the  genius  of  Alexander  Dallas  Bache,  who,  with  the 
public  spirit  and  zeal  that  have  proved  characteristic  of 
his  family,  devoted  his  wonderful  talents  to  the  achieve- 
ment of  a  notable  result.  Perhaps  the  greatest  gift  that 
the  High  School  could  give  to  its  pupils  in  these  early 
days  was  that  of  acquaintance  with  this  master-spirit. 
"  There  hung  about  the  motions  of  his  large  body,"  said 
"  Alumnus/'  "  a  smooth  and  persuading  courage,  which 
made  him  the  acknowledged  master  of  his  professors  and 
pupils  the  moment  he  appeared.  He  was  a  healthy  and 
hearty  lover  of  life,  and  the  constant  cheerfulness  with 
which  he  moved  through  the  dull  routine  of  the  roster, 
coupled  with  the  broad,  perpetual  humor  in  his  counte- 
nance, indicated  that  he  was  a  natural  lover  of  his  kind, 
and  that  he  was  of  the  true  stamp  to  be  a  beloved  leader 
of  the  young." 

Dr.  Bache' s  administration  at  the  High  School  lasted 
until  the  opening  of  the  fall  term  in  1842,  and  his  last 
important  official  act  was  to  preside  at  the  first  Com- 
mencement on  July  15,  1842.  It  was  a  simple  and  yet 
impressive  occasion.  The  students  assembled  in  the 


CENTRAL   HIGH    SCHOOL  71 

lecture-room  of  the  school,  and  the  members  of  the  Board 
of  School  Controllers  were  seated  on  the  platform.  An 
essay  upon  "  The  Public  School  System  of  Pennsylvania" 
was  read  by  James  G.  McCollin;  a  valedictory  address 
was  read  by  Clinton  Gillingham,  and  was  responded  to 
by  E.  K.  Smith,  on  behalf  of  the  remaining  pupils  of 
the  school.  George  M.  Wharton,  Esq.,  chairman  of  the 
High  School  Committee  of  the  Board,  then  presented 
certificates  of  graduation  to  twenty-five  students  who  had 
completed  the  four  years'  course  and  to  one  who  had 
completed  the  elementary  course.  He  reminded  them 
that,  "  as  they  were  the  first  fruits  of  the  institution,  its 
character  for  usefulness  would  be  estimated  in  a  great 
measure  by  the  manner  in  which  they  should  conduct 
themselves  in  after-life."  After  an  address  by  the  prin- 
cipal, the  exercises  were  concluded,  but  the  graduates 
met  immediately  afterwards  and  formed  the  first  Alumni 
Association. 

Mr.  Wharton' s  admonition  did  not  fall  on  heedless 
ears,  and  if  the  character  of  the  High  School  is  to  be 
judged  by  its  first  fruits,  it  may  well  rejoice  at  the 
test. 

The  first  graduating  class  contained  three  prospective 
members  of  the  High  School  Faculty:  Zephaniah  Hop- 
per, whose  continuous  service  in  the  school  from  1854 
to  the  present  has  crowned  him  as  the  Nestor  of  the 
teachership  in  Philadelphia;  James  A.  Kirkpatrick,  for 
a  quarter  of  a  century  a  faithful  and  efficient  teacher  in 
the  High  School  and  afterwards  prominent  in  the  busi- 
ness life  of  Philadelphia ;  and  Samuel  Mecutchen,  a  mem- 
ber of  the  Faculty  from  1877  to  1881,  and  later  a  text- 
book writer  and  publisher.  The  first  honor  was  awarded 


72  HISTORY   OF   THE 

to  L.  Hall  Grandgent,*  who  became  a  teacher  in  the 
English  High  School  of  Boston,  winning  his  appointment 
in  a  competitive  examination  against  several  graduates 
of  Harvard.  Two  others  of  the  class  entered  the  teacher- 
ship,  Charles  Bowman  becoming  principal  of  the  South- 
eastern School,  and  Clinton  Gillingham,  who  held  a  simi- 
lar position  in  the  Friends'  School.  As  representative  of 
the  majority  of  the  class,  whose  inclinations  and  circum- 
stances led  them  into  business  pursuits,  may  be  men- 
tioned James  G.  McCollin,  who  became  secretary  of  the 
Mine  Hill  and  Schuylkill  Haven  Railroad  Company; 
Joseph  S.  Ruth,  who  entered  the  service  of  the  United 
States  Coast  Survey,  and  who  was  drowned  in  the  pur- 
suit of  his  duty  at  the  mouth  of  Columbia  River ;  George 
S.  McMurtrie,  son  of  the  "  Doctor/'  who  studied  medi- 
cine, but  afterwards  also  followed  Dr.  Bache  into  the 
United  States  Coast  Survey. 

Within  a  few  weeks  of  the  Commencement  Dr.  Bache 
notified  the  High  School  Committee  of  his  intention  to  re- 
turn to  his  University  work,  and  on  September  21,  1842, 

*  "  I  first  became  acquainted  with  Mr.  L.  Hall  Grandgent  in  the 
year  1874,  when  I  entered  the  school  service  of  this  city  as  head- 
master of  the  English  High  School.  He  was  then,  and  for  the 
remainder  of  his  life  continued  to  be,  the  master  in  charge  of 
the  class  in  the  head-master's  room  of  that  school.  This  position 
was  assigned  him  because  of  his  pre-eminent  scholarship.  He  was 
one  of  the  two  most  scholarly  men  I  have  ever  known  connected 
with  the  schools  of  Boston.  He  was  always  studying  when  not 
teaching,  and  thus  adding  to  his  great  store  of  useful  informa- 
tion. He  was  veritably  a  walking  encyclopaedia.  He  was,  more- 
over, a  man  of  most  lovable  disposition.  The  boys  were  always 
very  fond  of  him.  He  fell  sick  while  travelling  in  Europe,  and 
died  there  September  13,  1891." — Edwin  P.  Seaver,  Superintendent 
of  Schools,  Boston. 


CENTRAL    HIGH    SCHOOL  73 

his  connection  with  the  High  School  ceased.  His  after- 
career  belongs  to  the  scientific  history  of  America.  He 
returned  to  the  University  of  Pennsylvania  and  reas- 
sumed  the  professorship  of  Natural  Philosophy  and 
Chemistry.  In  November,  1843,  ne  was  appointed  Super- 
intendent of  the  United  States  Coast  Survey,  and  thence- 
forth for  more  than  twenty  years  he  labored  with  un- 
ceasing energy  for  the  completion  of  a  work  that  has 
added  untold  millions  to  the  commercial  wealth  of  the 
nation.  Many  High  School  graduates  went  into  that 
service  with  their  former  principal,  and  their  testimony 
is  unanimous  that  his  interest  in  the  educational  system 
he  had  done  so  much  to  establish  never  abated  until  his 
death,  February  17,  1867. 

To  the  Alumni  of  the  school  his  memory  is  very  pre- 
cious,— an  inspiring  teacher,  an  eminent  scholar,  a  saga- 
cious friend. 

To  complete  an  account  of  the  Central  High  School 
during  this  first  administration  some  description  of  the 
student  life  of  the  school  is  necessary.  One  of  the  most 
distinguished  of  the  early  Alumni,  Professor  George 
Davidson,  of  the  University  of  California,*  has  prepared 
the  following  account  of  various  phases  of  the  school 
organization.  It  is  peculiarly  appropriate  that  these 
paragraphs  should  come  from  one  who  was  a  pupil  of 
Bache  and  later  his  assistant  and  friend : 

*  George  Davidson  was  graduated  from  the  Central  High  School 
in  July,  1845,  with  the  Sixth  Class.  He  served  in  the  United  States 
Coast  Survey  from  1845  to  1895,  having  been  for  many  years  in 
charge  of  the  Pacific  Coast  Survey.  He  has  published  over  one 
hundred  and  thirty  works,  and  has  served  on  several  government 
commissions  of  the  highest  importance. 


74  HISTORY    OF   THE 

""LOYALTY  OF  THE  STUDENTS  AND  GRADUATES  OF  THE  CENTRAL  HIGH 

SCHOOL. 

"There  were  several  pronounced  species  of  loyalty  among  the 
students,  marked  somewhat  by  degrees  of  intensity. 

"  i.  The  loyalty  of  all  students  to  the  High  School  itself,  as  an 
institution  peculiarly  appertaining  to  the  people,  and  part  of  the 
common  school  system,  in  contradistinction  to  the  University  of 
Pennsylvania,  which  was  acknowledged  its  superior  but  belonged 
to  the  richer  classes. 

"  This  loyalty  was  very  strong,  and  it  reached  into  every  gram- 
mar school  and  among  the  teachers.  Our  ambition  in  the  grammar 
schools  was  to  be  able  to  enter  the  High  School. 

"  In  distant  countries,  and  on  the  Pacific  to-day,  every  '  High 
School  boy'  greets  another  with  the  warm-hearted  feeling-  of 
brotherhood.  The  particular  class  is  forgotten  in  their  devotion  to 
their  Alma  Mater. 

"  2.  Loyalty  to  the  special  class  as  against  all  other  classes  in  the 
school.  A  desire  to  have  the  class  surpass  the  other  classes  in 
scholarly  standing,  and  in  athletic  exercises,  such  as  were  practised 
in  the  large  area  between  the  United  States  Arsenal  and  the  school 
building.  There  were  never  any  formal  interclass  struggles.  There 
was  never  any  phase  of  hazing  in  the  class :  nor  were  any  attacks 
or  tricks  played  upon  any  other  class.  There  was  never  the  least 
destruction  of  property  about  the  High  School  building,  either  in 
books,  chemicals,  or  apparatus. 

"  Our  class  worked  off  its  surplus  steam  by  dividing  into  two 
contending  bodies  for  the  regular  games  of  the  day.  One  side 
was  generally  led  by  George  Gideon,  later  engineer  in  the  United 
States  navy,  and  the  other  side  by  myself.  In  the  last  year  or 
two  we  had  no  time  to  attend  to  athletics. 

"  We  parted  at  graduation  without  a  stain  of  ill-will  among 
the  members,  and  our  reunions  are  those  of  a  strong  brotherhood. 
In  the  early  days  of  California  eight  High  School  boys — mostly 
of  '  Old  E' — dined  together  in  San  Francisco  before  parting  for 
all  quarters  of  the  earth. 

"  3.  Loyalty  to  the  professors  individually  and  as  a  body.  I 
never  heard  of  any  disrespect  manifested  towards  a  professor; 
on  the  contrary,  the  student  never  hesitated  to  appeal  to  the  pro- 
fessor, feeling  that  he  would  receive  justice  and  sound  advice. 

"  In  after-life  it  has  been  a  refreshing  delight  to  hear  a  body 
of  High  School  boys  recounting  the  lovable  and  admirable  traits 


CENTRAL    HIGH    SCHOOL  75 

of  the  professors.  Each  and  every  one  could  recall  some  special 
act  of  kindness,  or  some  generous  help  in  advice  or  more  sub- 
stantial assistance. 

"  I  myself  am  moved  to  the  depths  of  my  soul  at  the  recollec- 
tion of  their  exceeding  great  kindness  towards  me.  And  my  life- 
long classmates,  James  S.  Lawson  *  and  Elwood  Evans,t  who 
served  so  many  years  upon  this  Western  coast,  never  spoke  of 
any  of  our  professors  except  with  the  love  and  admiration  which 
young  men  absorb  from  contact  with  learned,  noble,  and  devoted 
teachers. 

"  4.  Loyalty  to  Principal  Bache  was  quiet  but  strong,  and  was 
exhibited  in  many  ways. 

"  PROFESSOR    BACHE    AND    HIS    KINDNESS    TOWARDS    STUDENTS. 

"  Professor  Bache  was  a  graduate  of  West  Point  and  served  in 
the  Corps  of  Engineers  in  the  construction  of  Fort  Adams  at  New- 
port. 

"  He  left  the  army  for  civil  life  and  was  appointed  President 
or  Director  of  Girard  College  when  in  the  course  of  erection.  By 
the  Board  of  Directors  he  was  sent  to  Europe  to  study  and  report 
upon  a  system  of  education  for  that  institution.  That  brought  him 
into  personal  acquaintance  with  many  learned  men  of  Europe.  Long 
before  the  Girard  College  was  opened  he  was  elected  principal  of 
the  Central  High  School  by  the  Board  of  Controllers  from  its 
organization  in  1838.  His  tastes  and  his  recent  experiences  pecu- 
liarly fitted  him  for  the  position,  and  he  entered  upon  the  duties 
with  enthusiasm.  He  had  the  faculty  of  gaining  the  friendship 
and  support  of  men,  and  of  winning  the  confidence  of  young  people. 
I  never  forgot  my  being  called  up  by  him  in  the  last  day  of  our 
entrance  examinations  and  told  that  I  had  passed.  And  he  won  me 
by  adding  that  as  I  was  above  the  average  age  (sixteen),  he  would 
look  to  me  to  assist  him  by  example  in  urging  the  younger  stu- 
dents to  gentlemanly  conduct  and  studious  habits.  The  kind  words 
and  the  kindly  smile  remain  clearly  in  my  memory. 

*  James  S.  Lawson  served  in  the  Pacific  Coast  Survey  from  1850 
to  1893.  He,  with  Davidson  and  Harrisson  (High  School  Alumni) 
and  John  R.  Rockwell  (a  Yale  Alumnus),  was  assigned  to  the 
Pacific  service  in  1850  by  Dr.  Bache. 

t  Afterwards  judge  and  lieutenant-governor  of  Washington  Ter- 
ritory. 


76  HISTORY    OF   THE 

"  I  suspect  that  he  had  a  kind  word  for  all,  and  certainly  I 
never  heard  him  use  a  harsh  word,  nor  was  he  ever  charged  with 
so  doing. 

"  Of  his  methods,  the  following  incident  will  indicate  his  plan 
of  action.  One  winter  day  the  furnaces  were  well  charged  with 
red  pepper.  The  culprit  was  apparently  never  discovered.  We 
missed  the  quietest  and  most  reserved  fellow  in  our  class,  but  we 
never  suspected  that  he  had  anything  to  do  with  the  red-hot  dose 
all  classes  got.  Some  years  afterwards  when  in  camp  Superintend- 
ent Bache  asked  me  about  my  classmates  and  what  had  become 
of  X.  I  could  not  give  him  any  information  on  that  point. 
Then  Bache  related  how  he  had  fallen  upon  the  culprit  within  an 
hour;  that  he  had  sent  quietly  for  him;  that  he  had  confessed 
and  declared  he  had  no  colleague.  It  was  our  classmate.  Bache 
talked  earnestly  to  him  in  a  fatherly  manner,  dismissed  him  and 
conjured  him  to  brace  up  and  not  blast  his  life.  That  was  the 
first  time  Bache  had  ever  mentioned  the  incident,  and  he  said  he 
often  wondered  what  had  become  of  him. 

"  I  have  no  doubt  whatever  that  Bache  gave  many  an  earnest 
lesson  to  whomsoever  was  lacking  in  moral  rectitude  or  was  negli- 
gent in  study;  and  he  saved  a  man's  self-esteem  by  an  appeal  to 
his  better  nature  and  by  not  making  his  delinquencies  public. 

"  SOME    PERSONAL    AND    OFFICIAL    RELATIONS    WITH    PROFESSOR    BACHE. 

"  I  enter  into  some  personalities  merely  to  show  that  I  was  in 
a  position  to  know  much  of  Professor  Bache's  character  and  his 
devotion  to  the  High  School,  and  to  indicate  that  coming  at  once 
into  public  service  I  was  able  to  judge  of  the  standing  of  Bache 
and  the  earlier  standing  of  the  institution.  I  entered  the  High 
School  in  June,  1841,  and  from  the  third  month  to  graduation 
stood  at  the  head  of  '  Old  E,'  as  we  lovingly  called  that  class. 
Professor  Alexander  Dallas  Bache  was  principal.  Some  time  in 
1842  or  perhaps  early  in  1843  ne  resigned  to  accept  a  professor- 
ship in  the  University  of  Pennsylvania.  (I  have  often  thought 
with  the  prospect  of  becoming  Provost.)  In  November,  1842,  he 
employed  two  or  three  students  of  the  Central  High  School  as 
observers  at  Girard  College  Magnetic  Observatory  to  watch  for 
meteors.  ...  I  was  one  of  the  observers  and  made  reports. 

"  In  preparing  his  illustrations  for  his  lectures  on  Physics  at  the 
University  of  Pennsylvania  he  employed  me  to  make  large  draw- 
ings. This  work  I  performed  at  his  residence  on  Chestnut  Street, 


CENTRAL    HIGH    SCHOOL  77 

and  I  worked  from  3  P.M.  to  8  or  9  P.M.  every  day  for  several 
months.  Of  course  I  was  still  at  the  High  School. 

"  He  then  sent  me  to  the  Observatory  as  one  of  the  night  ob- 
servers from  12.30  to  8.30  A.M.  But  the  hours  were  too  long  and 
the  pay  too  little,  so  that  shortly  afterwards  I  observed  from  4.30 
to  8.30  and  had  general  direction  over  the  night  work.  I  was 
responsible  for  the  discipline  and  accuracy  of  the  observers. 

"  December  12,  1843,  Professor  Bache  was  appointed  to  the 
superintendency  of  the  United  States  Coast  Survey  by  the  Presi- 
dent of  the  United  States.  All  the  correspondence  relating  to  his 
application  and  letters  of  recommendation  was  copied  by  me  for 
filing  among  his  papers. 

"  In  1844  he  wanted  me  to  enter  the  Coast  Survey  as  his  secre- 
tary and  computer ;  but  I  desired  to  graduate  next  year,  and  so 
he  promised  me  a  position  for  that  year.  I  continued  at  school 
and  at  the  same  time  earned  my  living  as  observer  and  also  com- 
puter at  the  Magnetic  Observatory.  The  computing  I  did  at  home. 
(In  these  years  I  had  to  walk  nine  or  ten  miles  daily,  because  I 
lived  in  East  Kensington.) 

"  Upon  graduation  I  joined  Professor  Bache's  field  party  as 
clerk,  computer,  and  magnetic  observer,  and  thenceforward  was 
in  almost  hourly  contact  with  him,  and  always  recording  for  his 
daily  hours  of  observation. 

"  At  the  end  of  a  year  I  chose  to  go  into  the  field  as  an  observer, 
because,  as  he  said,  that  was  in  the  line  of  promotion.  Thence 
to  1850  I  was  with  some  one  of  the  older  officers  on  field  duty 
during  the  winter  in  the  South,  and  in  the  summer  I  joined  Pro- 
fessor Bache's  field  party. 

"  In  1849  he  wished  me  to  volunteer  for  duty  in  California,  but 
I  declined  unless  promoted.  In  May,  1850,  he  promoted  me,  and 
I  came  out  to  the  Pacific  to  inaugurate  the  geodetic  work  on  this 
coast. 

"  For  five  years  I  remained  here,  and  the  work  won  his  heartiest 
commendations  publicly  and  privately;  so  that  upon  my  return 
temporarily  to  Washington  and  Philadelphia  our  relations  were  of 
the  most  confidential  character.  I  undertook  every  hard  and  dis- 
agreeable piece  of  duty  he  ever  suggested.  His  constant  cry  was 
'  Results,  Results,'  and  I  gave  them,  much  to  his  help  when  asking 
for  large  appropriations  on  the  Pacific  Coast. 

"I  soon  returned  to  the  Pacific  Coast  (1855),  but  twice  broke 
down  my  health  by  overwork.  In  December,  1860,  I  returned  to 


78  HISTORY    OF   THE 

the  East.  Very  soon  Professor  Bache  was  made  a  member  of  a 
secret  commission  to  furnish  information,  maps,  etc.,  to  the  gov- 
ernment, and  here  again  our  relations  became  very  confidential. 
I  made  surveys  of  the  Delaware  River  for  its  defence;  in  1862 
I  was  placed  in  charge  of  the  armed  Coast  Survey  steamer  Vixen 
and  sent  to  Florida;  in  1863  I  was  appointed  by  Professor  Bache 
Engineer  of  Fortifications  for  the  defence  of  Philadelphia  between 
the  Schuylkill  and  Delaware  (north),  and  made  a  survey,  which 
the  Superintendent  visited  regularly  as  the  work  progressed.  He 
was  conducting  the  regular  work  of  the  survey,  and  patriotically 
undertook  the  general  charge  of  the  surveys  of  the  defence  of 
Philadelphia.  He  was  always  an  excessive  worker,  but  here  he 
almost  doubled  his  duties,  and,  moreover,  worked  with  great 
anxieties  during  the  early  days  of  that  July.  He  must  have  worked 
eighteen  hours  daily.  The  result  was  that  his  health  gave  way 
and  he  was  sent  to  Europe.  The  government  continued  his  salary, 
but  his  friends  in  Philadelphia  supplied  further  funds  for  his  com- 
fort, for  professional  advice  and  for  travelling. 

"  In  1865  his  health  had  broken  down  so  much  that  Mrs.  Bache 
had  to  beg  the  authorities  in  Washington  to  bring  him  home,  and 
asked  that  I  be  sent  to  London  for  that  purpose.  There  was  no 
official  authority  for  such  duty,  but  I  was  given  leave  of  absence, 
and  went  out  at  my  own  expense  and  brought  him  to  the  home  of 
one  of  his  sisters  in  New  York.  I  saw  him  occasionally  up  to  his 
death  in  1867. 

"  PROFESSOR  BACHE' s  PLANS  FOR  THE  SUCCESS  OF  THE  CENTRAL  HIGH 

SCHOOL ;     METHODS ;     PERSONALITY. 

"  In  my  school  career  I  was  ambitious  to  go  to  West  Point  and 
appealed  to  Professor  Bache  for  advice  and  direction.  The  ad- 
vice came  quickly  and  pointedly  but  friendly,  to  repress  such  aspira- 
tions, because  I  would  do  better  at  the  High  School. 

"  In  after-years,  in  our  confidences  as  man  to  man,  he  told  me 
his  ambition  had  been  to  make  the  Central  High  School  equal  to 
West  Point  in  all  points  pertaining  to  a  thoroughly  practical  educa- 
tion, to  fit  a  man  for  the  duties  of  his  professional  or  civil  career. 

"  That  he  had  tried  to  impress  that  view  upon  the  Board  of 
Controllers  and  upon  the  Faculty,  and  that  both  bodies  were  as 
anxious  and  as  earnest  as  he  to  give  the  High  School  as  high  a 
standard  as  the  age  limit  would  permit. 

"  That  was  one  reason  why  he  insisted  upon  the  introduction  of 


CENTRAL    HIGH    SCHOOL  79 

French,  Spanish,  mechanics,  theoretical  mathematics,  and  astronomy, 
chemistry,  etc.,  as  studies  beyond  the  ordinary  curriculum  of  his- 
tory, the  classics,  etc.  And  certainly  such  professors  as  Kendall, 
Sanderson,  Booth,  Frazer,  Deloutte,  Wines,  Peale,  McMurtrie,  and 
others  united  to  give  form  and  coherence  to  Bache's  project 

"  The  Board  of  Controllers  at  that  period  was  composed  of  the 
most  influential,  learned,  and  advanced  gentlemen  of  Philadelphia, 
and  they  had  great  pride  in  the  success  of  the  institution. 

"  Professor  Bache  mentioned  to  me  particularly  that  Spanish 
was  introduced  because  our  neighbors  on  the  south  were  Spanish; 
the  principal  islands  of  the  West  Indies  were  under  Spanish  rule; 
Central  America  and  a  large  part  of  South  America  used  the 
Spanish  language.  I  suppose  that  he  looked  forward  to  the  day 
when  the  United  States  would  hold  part  of  Mexico. 

"  Professor  Bache's  name,  experiments,  observations,  labor,  and 
activities  in  the  American  Philosophical  Society  served  to  give  a 
certain  glow  and  warmth  to  the  character  of  the  High  School. 

"In  every  possible  way  he  inspired  his  immediate  friends  and 
teachers  and  the  teaching  public  with  the  importance  of  fostering  and 
uplifting  the  '  People's  College/  as  he  sometimes  called  it.  And 
upon  graduation  the  student  looked  upon  his  connection  there- 
with as  a  sure  passport  to  honorable  occupation.  He  did  not  forget 
his  former  students.  When  in  addition  to  other  duties  he  was 
conducting  the  Magnetic  Observatory  of  Girard  College,  even  as 
late  as  June,  1845,  all  of  the  observers,  except  the  day  observer, 
were  students  of  the  High  School.  Charles  H.  Cramp,  the  famous 
ship-builder,  was  one  of  them. 

"  And  when  Professor  Bache  became  Superintendent  of  the 
United  States  Coast  Survey  he  selected  from  the  graduates  sev- 
eral young  men  for  that  work.  Later  on  he  frequently  asked  how 
his  students  had  prospered,  and  whether  the  curriculum  of  the 
High  School  had  served  a  good  purpose.  The  professors  under 
his  regime  he  held  in  the  highest  esteem;  and  when  the  demand 
for  services  sounded  in  June,  1863,  for  the  defence  of  Philadelphia, 
Professor  John  F.  Frazer  was  the  first  to  join  him  in  the  field  work 
of  fortifications  around  the  city.  Then  Frazer  told  me  that  Pro- 
fessor Bache's  influence  had  been  so  strong  over  him  as  to  change 
his  plans  of  professional  life.  / 

"  Professor  Bache  had  a  remarkable  suavity  of  manner ;  a  press- 
ure in  a  hand-shake  that  made  you  believe  you  were  the  chosen 
confidant ;  a  smile  of  his  liquid  brown  eyes  that  was  irresistibly 


8o  HISTORY    OF   THE 

winning  with  both  man  and  woman.  His  voice  was  low  and  gentle, 
and  only  upon  dire  occasions  in  later  years  Have  I  heard  it  raised 
momentarily  in  severity.  The  offence  seemed  at  once  forgotten. 
His  forcible  manner  of  presenting  his  case  abided  with  him  through 
life.  He  made  himself  sure  that  he  was  right  and  then  held  his 
reasoning  clear  and  forcible.  In  public  affairs,  he  was  remarkably 
fortunate  in  carrying  out  every  project  he  believed  for  the  good  of 
the  work.  He  had  done  the  same  in  the  affairs  of  Girard  College, 
the  High  School,  the  American  Philosophical  Society,  and  in  the  foun- 
dation of  the  National  Academy  of  Sciences  of  the  United  States. 

"  In  national  matters  he  wielded  a  very  large  power  through 
his  great  and  extended  family  in  the  Army,  Navy,  Judiciary,  and  in 
the  political  field,  and  yet  he  was  never  a  partisan  in  the  latter 
sense.  Professor  Bache  was  an  aristocratic  democrat  in  all  which 
that  association  of  terms  can  mean.  It  presents  his  high  and  noble 
instincts  for  the  benefit  of  the  government  and  for  the  diffusion  of 
knowledge  among  the  people  of  the  United  States. 

"  Speaking  once  of  a  young  Philadelphian  who  had  failed  in 
every  kind  of  work  given  him  on  the  survey,  he  said,  '  I  can't 
imagine  how  Joe  has  made  such  a  failure  of  life;  I  believe  thor- 
oughly in  blood,  and  that  there  is  always  some  good  and  redeem- 
ing point  in  a  man ;  but  there  is  nothing  in  Joe  whatever.' 

"  EDUCATIONAL  STANDING  OF  THE  HIGH   SCHOOL  IN  THE  EARLIER  DAYS. 

"  You  ask  me  what  status  the  graduates  had  in  those  days.  It 
happened  within  five  years  after  graduation  that  I  had  come  in 
direct  contact  in  the  work  with  students  from  Yale  and  the  Uni- 
versity of  Pennsylvania,  and  I  was  astonished  to  find  them  no 
better  equipped  for  the  affairs  of  practical  life  in  such  work  as  the 
Coast  Survey  than  some  of  my  class  had  been,  and  in  some  cases 
not  as  well  prepared.  They  may  have  known  more  Greek  and 
Latin  and  more  General  History,  but  I  certainly  found  nothing 
further.  I  recall  several  High  School  men  who  promptly  showed 
their  ability  in  law,  medicine,  chemistry,  and  traffic;  some  were 
notable. 

"  To-day  the  universities  throughout  the  country  have  reached 
far  beyond  their  educational  status  of  1845-50,  and  I  have  no  means 
of  forming  a  judgment  of  the  progress  of  the  High  School  from 
personal  knowledge.  Within  this  month  a  professor  of  Cornell 
was  praising  to  me  very  highly  the  character  of  the  High  School 
graduates." 


CENTRAL   HIGH    SCHOOL  81 


CHAPTER   V 

THE  ASTRONOMICAL  OBSERVATORY 

No  feature  of  the  school's  curriculum  aroused  more 
interest,  nor  was  there  any  phase  of  its  work  from  which 
more  good  was  anticipated,  than  the  teaching  of  astron- 
omy. America  was  slow  to  take  up  the  studies  of  the 
purely  scientific  schools.  The  pioneer  work  in  showing 
the  need  of  observatories  was  done  in  Philadelphia  by 
the  members  of  the  American  Philosophical  Society. 
As  early  as  1768  the  necessity  of  some  provision  "  for 
ascertaining  the  longitude  of  Philadelphia  and  for  ob- 
serving the  transit"  of  Venus,  that  was  to  occur  in  the 
next  year,  was  mentioned.  Several  temporary  observa- 
tories were  erected  for  the  purpose  of  examining  prop- 
erly this  rare  phenomenon,  and  these  are  among  the  ear- 
liest recorded  observations  in  America,  but  they  led  to 
no  permanent  result.* 

At  the  outbreak  of  the  Revolutionary  War,  Provost 
William  Smith  had  prepared  a  petition  to  the  Assembly 
asking  for  an  appropriation  for  a  public  observatory,  but 
more  urgent  needs  prevented  any  satisfactory  considera- 
tion. In  1816  a  proposition  was  agitated  to  erect  an 
observatory  on  Centre  Square,  but  in  all  these  move- 

*  In  1740,  Professor  John  Winthrop,  of  Harvard,  observed  a 
transit  of  Mercury  reported  to  the  Royal  Society. 

6 


82  HISTORY    OF   THE 

ments  those  interested  numbered  but  few,  and  so  there 
was  no  success.  At  one  time  a  plan  was  suggested  to 
collect  a  certain  sum  of  money  for  an  observatory  on 
condition  that  the  city  should  appropriate  an  equal  sum, 
but  before  the  Society  had  performed  its  part,  the  estab- 
lishment of  the  Central  High  School  opened  the  way 
for  an  observatory  that  should  be  public  in  its  manage- 
ment as  well  as  in  its  support. 

At  this  time  there  was  little  provision  for  the  scientific 
study  of  astronomy  in  the  United  States.  In  Jefferson's 
administration  a  plan  for  a  national  observatory  had  been 
submitted  to  the  government,  but  it  met  with  little  favor. 
In  1825,  John  Quincy  Adams,  in  his  first  message  to  Con- 
gress, urged  with  great  forcefulness  the  backward  con- 
dition of  astronomical  science  in  America. 

"  It  is  with  no  feeling  of  pride,  as  an  American,  that  the  remark 
may  be  made,  that  on  the  comparatively  small  territorial  surface 
of  Europe  there  are  existing  upwards  of  one  hundred  and  thirty 
of  these  light-houses  of  the  skies,  while  through  the  whole  Ameri- 
can hemisphere  there  is  not  one.  And  while  scarcely  a  year  passes 
over  our  heads  without  bringing  some  new  astronomical  discovery 
to  light  which  we  must  fain  receive  at  second-hand  from  Europe, 
are  we  not  cutting  ourselves  off  from  the  means  of  returning  light 
for  light,  while  we  have  neither  observatory  nor  observer  upon 
one-half  of  the  globe,  and  the  earth  revolves  in  perpetual  darkness 
to  our  unsearching  eyes  ?"  * 

Several  years  passed  by,  however,  before  this  recom- 
mendation was  acted  upon,  and  in  the  mean  time  the  more 
enterprising  colleges  had  undertaken  to  establish  stations 
for  exact  astronomical  work. 

*  In  1832  the  Astronomer  Royal  of  Great  Britain  stated  that  he 
did  not  know  of  the  existence  of  a  single  public  observatory  within 
the  limits  of  the  United  States. 


CENTRAL    HIGH    SCHOOL  83 

The  Philadelphia  Observatory  at  the  Central  High 
School  is  the  fourth  oldest  in  America,  being  preceded 
by  Yale  College,  which  mounted  a  London  telescope  in 
1830;  by  Williams  College,  where  an  observatory  was 
erected  in  1836;  and  by  Hudson  Observatory,  in  con- 
nection with  Western  Reserve  College,  Ohio,  which  was 
established  in  1838.  It  is  probable  that  in  Philadelphia 
an  observatory  was  not  originally  contemplated  as  a  part 
of  the  High  School  equipment,  but  the  lively  interest 
which  the  active  members  of  the  American  Philosophical 
Society  had  been  taking  in  astronomy,  together  with  the 
generous  appropriation  to  education  which  the  distribu- 
tion of  the  national  surplus  revenue  had  enabled  the  Con- 
trollers to  make,  seems  to  have  led  the  Committee  to  the 
determination  to  place  the  High  School  fully  in  touch 
with  the  most  advanced  scientific  work  of  the  age.  The 
time  was  ripe  for  such  a  development.  The  return  of 
Halley's  comet  in  1835  nad  stirred  up  a  universal  inter- 
est in  the  wonders  of  the  skies ;  to  the  ignorant  and  super- 
stitious it  was  a  warning  of  fearful  portent,  to  the  learned 
it  suggested  the  need  of  careful  study  of  the  wonderful 
mysteries  of  nature.  Doubtless  in  the  halls  of  the  Philo- 
sophical Society  the  group  of  men  identified  with  the 
establishment  of  the  High  School  met  frequently  and 
shared  in  the  scientific  discussions  of  the  time.  George 
Emlen,  for  eight  years  a  member  of  the  High  School 
Committee,  had  been  a  member  of  the  American  Philo- 
sophical Society  since  1827;  two  years  later  Dr.  Bache 
was  elected.  In  1837,  within  five  weeks  of  the  laying  of 
the  corner-stone  of  the  High  School,  Thomas  Dunlap 
and  Sears  C.  Walker  became  members,  while  of  the 
early  Faculty — Cresson,  Booth,  Hart,  Boye,  Sanderson, 


84  HISTORY    OF   THE 

Frazer,  and  Kendall — all  were  actively  associated  with 
the  work  of  this  illustrious  Society. 

But  while  many  took  part  in  urging  upon  the  city 
the  advisability  of  establishing  a  public  observatory, 
the  pre-eminent  leadership  must  be  given  to  George  M. 
Justice,  a  Quaker  merchant  of  wide  reading  and  benevo- 
lent character,  who  may  truly  be  called  the  Founder  of 
the  Philadelphia  Observatory.  The  diary  of  this  ex- 
cellent man,  which  is  still  preserved  by  his  descendants, 
shows  him  to  have  been  keenly  interested  in  scientific 
observation.  For  many  years  he  made  careful  record 
of  meteorological  facts;  with  primitive  instruments  he 
observed  the  eclipses  and  the  display  of  the  aurora  bore- 
alis.  In  these  wonders  of  the  natural  world  he  recognized 
the  hand  of  a  Creator,  and  he  seems  to  have  reached  the 
conclusion  that  no  study  could  be  more  helpful  to  his 
fellows  than  one  which  would  lift  them  up  to  the  con- 
templation of  the  vast  designs  of  the  Almighty.  With 
full  appreciation  of  its  cultural  value,  he  also  urged  the 
importance,  in  a  commercial  city,  of  some  establishment 
in  which  correct  time  could  be  noted  and  chronometers 
tested.  He  wrote  letters  to  the  newspapers  directing 
attention  to  current  phenomena,  and  so  in  time  he  stirred 
up  considerable  local  interest  in  the  problems  of  the 
skies.  The  first  notice  of  Halley's  comet  in  Philadel- 
phia came  from  his  pen.  His  diary  gives  his  account  of 
the  heavenly  vision: 

"  This  evening"  [October  9,  1835]  "  I  discovered,  without  the  aid 
of  my  telescope,  the  long  expected  vision,  Halley's  Comet.  .  .  . 
The  reappearance  of  this  comet  confirms  the  accuracy  of  astro- 
nomical calculations,  and  affords  subject  for  admiration,  in  that 
we  are  permitted  to  know  so  much  of  the  wonder  of  creation  as 
to  be  able  to  thus  trace  its  progress  to  and  from  the  sun." 


CENTRAL    HIGH    SCHOOL  85 

Mr.  Justice  served  on  the  Board  of  School  Controllers 
from  1836  to  1841,  and  was  a  member  of  the  first  Com- 
mittee on  High  School.  In  1837  it  was  decided  to  ap- 
propriate five  thousand  dollars  for  an  observatory,  and 
the  direction  of  the  expenditure  was  placed  under  the 
control  of  that  member  of  the  Committee  who  had 
been  most  insistent  in  arguing  for  satisfactory  provi- 
sion for  this  higher  scientific  work.  With  his  usual  busi- 
ness sagacity,  Mr.  Justice  carefully  preserved  all  cor- 
respondence and  memoranda  relating  to  the  purchase  of 
the  instruments,  and  it  is  peculiarly  appropriate  that, 
forty  years  after  his  death,  they  should  have  been  pre- 
sented to  the  Associated  Alumni  of  the  Central  High 
School. 

The  first  problem  to  be  settled  related  to  location. 
Should  the  Observatory  be  built  in  connection  with  the 
school,  or  should  it  be  given  a  site  removed  from  the 
city  life?  The  Controllers  decided  upon  tlje  former, 
doubtless  that  it  might  be  more  conveniently*  placed  for 
teaching  than  for  observation.  In  his  report  of  1838, 
Mr.  Dunlap  discusses  the  obstacles  of  a  city  location, 
and  expresses  the  hope  that  they  may  have  been  obviated 
by  the  special  methods  of  construction  that  had  been  em- 
ployed. In  brief,  the  Observatory  consisted  of  a  square, 
hollow,  brick  tower,  forty-eight  feet  in  height,  and  with 
walls  thirty  inches  thick  at  the  bottom.  This  was  sur- 
rounded by  brick  walls, — 'on  three  sides  by  the  walls  of 
the  main  building  and  the  two  wings,  and  on  the  fourth 
(eastern)  by  the  wall  which  enclosed  the  lot.  These 
outer  walls  sustained  the  conical  dome,  which  revolved 
on  twelve  iron  rollers,  supported  by  a  circular  frame  of 
wood  eight  feet  high  and  eighteen  feet  in  diameter.  The 


86  HISTORY   OF   THE 

tower  was  insulated  to  the  depth  of  eight  feet  below  the 
surface  of  the  ground,  and  was  surmounted  by  a  marble 
platform  on  which  the  equatorial  rested.  Professor  Ken- 
dall was  so  well  pleased  with  the  plan  of  the  tower  that 
in  1842  he  reports: 

"  In  the  midst  of  a  crowded  city,  at  the  height  of  fifty  feet,  the 
instrument  is  so  steady  that  no  jar  from  the  motion  of  carriages  is 
ever  detected,  though  the  noise  from  that  source  often  prevents  the 
hearing  of  the  beats  of  the  clock.  The  insulation  of  the  tower 
and  instrument  is  so  complete  that  no  inconvenience  is  experienced 
by  the  observer,  either  by  the  turning  of  the  dome  or  the  walking 
of  any  number  of  persons  in  the  Observatory.  Moreover,  such  is 
the  perfection  of  the  turning  of  the  pivots,  sockets,  etc.,  of  the 
equatorial,  and  so  perfect  is  its  equilibrium  in  every  position,  that 
when  moved  by  the  clock-work,  rack-work,  or  by  the  hand,  no 
tremulous  motion  can  be  communicated  to  it." 

The  problem  of  construction  was  thus  solved  satisfac- 
torily, but  it  was  the  equipment  that  gave  to  the  Ob- 
servatory its  first  claim  to  scientific  recognition.  In 
November,  1837,  a  number  of  members  of  the  American 
Philosophical  Society  *  united  in  a  statement  to  the  High 
School  Committee,  in  which  they  described  the  grade 
and  quality  of  the  instruments  that  should  be  purchased 
for  the  Observatory.  The  ruling  spirit  in  this  petition 
was  unquestionably  Sears  C.  Walker,  a  graduate  of  Har- 
vard, who  after  ten  years'  service  as  a  teacher  had  be- 
come actuary  of  a  leading  insurance  company  in  Phila- 
delphia, but  whose  avocational  interest  in  astronomy 
unquestionably  dominated  his  life.  To  Mr.  Walker,  there- 
fore, belongs  the  credit  of  the  first  suggestion  that, 

*The  petition  is  signed  by  R.  M.  Patterson,  Sears  C.  Walker, 
S.  V.  Merrick,  J.  C.  Cresson,  Jos.  Saxton,  and  eight  others. 


CENTRAL    HIGH    SCHOOL  87 

since  there  was  a  more  exact  degree  of  workmanship 
abroad,  the  telescope  should  be  imported  from  Munich. 
The  High  School  Observatory  was  equipped  with  the 
first  German-made  scientific  instruments  brought  into 
America. 

The  Controllers  welcomed  these  suggestions  in  a  cor- 
dial and  hearty  spirit,  recognizing  that  they  were  deal- 
ing with  a  technical  subject  on  which  the  advice  of  ex- 
perts was  an  absolute  necessity.  Within  a  few  weeks 
after  this  statement  was  presented  Mr.  Justice  wrote  to 
the  firm  of  Utschneider  &  Fraunhofer,  of  Munich,  whose 
reputation  was  world-wide  among  astronomers,  and  who 
were  then  engaged  in  making  a  mammoth  telescope  of 
fourteen  and  one-half  inches  aperture  for  the  Pulkowa 
Observatory.  The  firm  had  been  specially  commended 
by  the  local  scientists  who  were  interested  in  the  matter. 
"A  Fraunhofer  equatorial  of  these  dimensions"  [seven 
or  eight  feet  focal  length  and  seven  inches  aperture] 
"  finely  mounted  would  be  superior  to  any  instrument  of 
the  kind  in  this  country." 

There  were  many  delays  in  the  completion  of  the  order. 
The  old  firm  in  Germany  had  been  dissolved  by  death, 
and  its  work  was  undertaken  by  Merz  &  Mahler,  to 
whom  the  letter  of  the  Controllers  was  delivered,  and  who 
afterwards  showed  to  Dr.  Bache  their  order  from  "  the 
Justice  of  Philadelphia."  At  first  there  was  great  hope 
that  the  instruments  would  be  in  position  by  the  winter 
of  1838-39,  but,  in  fact,  the  work  was  not  commenced 
until  April,  1839,  and  it  was  not  until  September  14, 
1840,  that  George  M.  Justice  was  able  to  record:  "I 
this  day  opened  the  cases  and  have  mounted  the  telescope 
at  my  store;  it  is  indeed  a  most  surprising  instrument, 


88  HISTORY   OF   THE 

and  the  view  it  presents  of  the  heavens  is  doubly  inter- 
esting." * 

There  can  be  no  better  description  of  these  eagerly 
anticipated  instruments  than  that  which  was  written  by 
Mr.  Justice  himself  for  publication  in  The  United  States 
Gazette: 

"  The  astronomical  instruments  recently  received  by  the  Con- 
trollers of  Public  Schools  for  the  use  of  the  Observatory  at  the 
Public  High  School  were  manufactured  at  Munich  in  Bavaria. 
The  celebrated  makers,  Merz  &  Mahler,  successors  to  Utschneider 
&  Fraunhofer,  whose  names  are  well  known  as  the  makers  of  the 
best  telescopes  of  modern  days,  made  the  refractor,  and  the  merid- 
ian circle  was  manufactured  by  Ertel  &  Son,  after  the  late  im- 
proved plan  of  Struve. 

"  Although  it  was  known  that  instruments  made  at  Munich  were 
finished  with  much  care,  yet  the  perfection  of  these  exceeds  expec- 
tation. The  admirable  adjustment  and  compensating  arrangements 
attached  to  the  equatorial  telescope  are  only  equalled  by  its  space 
penetrating  power.  It  is  eight  feet  in  length,  with  an  object  glass 
six  and  one-half  inches  in  diameter,  graduated  to  four  seconds. 
It  also  has  a  declination  circle,  graduated  to  ten  seconds.  The 
movement  is  regulated  by  clock-work,  and,  by  a  beautiful  but 
simple  contrivance,  the  motion  of  the  instrument  is  adjusted  to 


*The  correspondence  between  Mr.  Justice  and  the  optician  Merz 
is  exceedingly  interesting.  The  former  courteously  insists  upon 
a  more  prompt  fulfilment  of  the  contract,  while  the  latter  explains 
that  scientific  work  must  not  be  hurried.  Mr.  Justice  points  out 
that  his  fellow-citizens  are  dissatisfied  with  him  because  of  the 
delay,  and  it  is  noteworthy  that  he  resigned  from  the  Board  of 
Controllers  as  soon  as  the  Observatory  was  completed.  One  of 
the  letters  contains  a  quaint  touch  of  Quakerism :  "  You  will 
notice  I  do  not  use  the  title  '  Herrn'  or  any  other  complimentary 
title  in  addressing  you.  I  wish  you  to  know  that  this  is  not  from 
want  of  any  respect  or  civility,  but  on  account  of  my  religious  feel- 
ings, I  being  one  of  the  Society  called  '  Friends'  or  Quakers,  who 
do  not  use  titles  in  addressing  any  one.  I  hope  therefore  you  may 
not  think  me  uncourteous." 


CENTRAL   HIGH    SCHOOL  89 

the  motion  of  the  earth,  or  the  apparent  motion  of  the  heavenly 
bodies,  so  that  the  observer  has  only  to  fix  the  telescope  on  the 
object  and  it  continues  in  the  field  of  vision. 

"  It  has  five  magnifying  powers,  the  lowest  85,  the  highest  480, 
and  although  there  are  many  telescopes  in  this  country  contain- 
ing greater  magnifying  powers,  yet  we  are  not  aware  that  any  one 
possesses  sufficient  distinctness  to  divide  Saturn's  ring  when  only 
the  power  of  192  is  used.  This  planet  exhibits  at  this  time  (the 
ring  being  at  its  greatest  expansion)  a  most  beautiful  appearance, 
the  belts  as  well  as  the  division  in  the  ring  being  visible  with  this 
power. 

"As  the  instrument  has  not  yet  been  permanently  mounted,  its 
powers  have  been  only  partially  tested,  but  we  hope,  when  properly 
adjusted,  to  have  a  view  of  some  of  the  nebulae  and  double  stars, 
from  which  we  promise  ourselves  much  pleasure. 

"  The  meridian  circle  has  a  telescope  of  five  feet  length,  the 
circle  graduated  to  two  seconds,  and  no  doubt,  when  properly 
mounted,  will  prove  as  highly  satisfactory  in  its  performance  as 
the  equatorial.  The  latest  improvements  of  Struve  have  been 
added  to  this  instrument,  and  as  we  understand  that  the  Com- 
mittee on  High  School  have  determined  to  defer  mounting  it  for 
the  present,  we  hope  some  more  suitable  place  than  was  at  first 
contemplated  may  be  provided  for  it.  It  is  hoped  by  many  that 
the  Councils  of  the  city  will  be  willing  to  appropriate  a  part  of 
the  square  opposite  the  High  School  for  this  purpose,  as  they 
have  already  evidenced  their  disposition  to  promote  the  cause  of 
science  by  passing  an  ordinance  for  the  appropriation  of  money 
to  erect  an  observatory,  and  as  the  Controllers  have  done  this 
and  provided  the  instruments,  the  carrying  out  of  the  ordinance 
by  the  Councils  might  now  be  completed  at  small  expense.  Few 
observatories  in  Europe  are  better  supplied,  and  indeed,  for  all 
practical  purposes,  few  better  instruments  can  be  had."  * 

*  "  It  is  a  matter  for  just  pride  that  these  instruments  belong  to 
the  public  schools, — that  the  education  which  leads  to  their  use  is 
now  attainable  by  all,  and  that  the  arrangements  of  the  High  School 
are  such  as  to  reserve  these  advantages  for  those  who  pass  through 
the  subordinate  public  schools.  The  gentlemen  to  whom  our  citi- 
zens of  this  school  district  have  delegated  the  power  to  establish 
and  maintain  this  college  for  the  people,  deserve  the  lasting  gratitude 
of  the  community  for  their  hearty  and  successful  devotion  to  the 


90  HISTORY    OF   THE 

So  carefully  had  the  Controllers  planned  this  establish- 
ment that  the  total  cost  of  the  Observatory  came  within 
the  appropriation  of  five  thousand  dollars  made  for  that 
purpose.  The  itemized  statement  gives  the  following: 

Meridian  Circle,  about  $1200;  Equatorial  Telescope, 
$2200 ;  Comet-finder,  $245 ;  a  Lukens  clock,  $300 ;  Sex- 
tant, $40;  Barometer,  $40;  Chronometer,  $250;  Books 
for  Astronomical  Library,  $600.  Total,  $4875. 

The  mounting  of  the  Ertel  meridian  circle  was  delayed 
four  years  through  lack  of  sufficient  appropriation  for  a 
proper  support.  At  first  it  was  proposed  to  construct  a 
separate  tower  for  this  instrument,  which,  as  Professor 
Kendall  was  careful  to  point  out,  was  far  more  important 
and  useful  than  the  equatorial;  but  the  money  was  not 
forthcoming,  and  from  1840  to  1844  this  beautiful  instru- 
ment was  allowed  to  lie  in  its  case.  Finally  Joseph  Sax- 
ton,  of  the  United  States  Coast  Survey,  suggested  that  the 
meridian  circle  should  be  mounted  upon  the  southern 
wall  of  the  tower  which  supported  the  equatorial.  To 
meet  the  expense  of  five  hundred  dollars  which  this  en- 
tailed, the  Controllers  appropriated  three  hundred  dol- 
lars, and  the  remainder  was  contributed  by  friends  of 
Professor  Kendall,  who  were  anxious  that  he  should 
have  an  opportunity  to  attempt  an  extended  series  of 
observations.  Thus  the  Observatory  was  completed  at 
last. 

The  character  of  this  equipment,  together  with  the 
scientific  work  of  Bache,  Walker,  and  Kendall,  caused 
Professor  Elias  Loomis  to  state  that,  "  The  erection  of 

good  work  of  elevating  the  standard  of  public  education,  and  pro- 
curing the  means  for  all  to  reach  that  standard." — Editorial  by  Joseph 
R.  Chandler  in  The  United  States  Gazette. 


CENTRAL    HIGH    SCHOOL  91 

this  observatory  formed  an  epoch  in  the  history  of  Amer- 
ican astronomy."  *  From  all  parts  of  the  country  there 
came  inquiries  as  to  the  nature  of  the  tools  and  the 
methods  of  the  work.  In  1842,  Kendall  reported  that  an 
instrument  had  been  mounted  in  New  York  upon  the 
model  of  our  equatorial,  and  that  a  meridian  circle  had 
been  made  in  Philadelphia  upon  the  plan  of  the  Ertel  circle 
at  the  school.  Three  years  later,  Mr.  Justice  reported  to 
the  Philosophical  Society  that  he  had  been  asked  to  plan 
two  more  observatories,  because  of  the  experience  he 
had  acquired  while  serving  as  Controller.  Within  five 
years  four  Fraunhofer  refractors  were  received  and 
mounted  in  this  country, — at  West  Point,  Washington, 
Cincinnati,  and  Cambridge.  There  can  be  little  doubt 
that  the  importation  of  these  high-grade  instru- 
ments led  to  a  great  advance  in  scientific  methods  in 
America. 

During  the  years  of  Professor  Kendall's  service  at  the 
school  the  Observatory  was  in  continual  use,  both  for 
teaching  and  for  observation.  It  was  clearly  shown  in 
the  early  reports  that  one  of  these  functions  must  of  ne- 
cessity interfere  with  the  other;  certainly  no  man  could 
spend  his  nights  in  the  dome  and  his  days  in  the  class- 
room and  long  survive.  Professor  Kendall  asked  to  be 
relieved  of  most  of  his  regular  teaching,  and  that  his 
teaching  might  be  limited  to  a  single  course  on  astronomy 
and  higher  mathematics  at  special  hours,  so  as  to  give 
him  opportunity  for  observation  work  at  night.  But  the 
Controllers  were  not  able  to  afford  a  professorship  with 
duties  of  this  character,  and  this  has  doubtless  been  the 

*  Harper's  New  Monthly  Magazine,  vol.  xiii.  p.  29. 


92  HISTORY    OF   THE 

chief  reason  why  the  Observatory  has  not  fulfilled  wholly 
the  hopes  of  its  early  friends.  Nevertheless,  it  has  ex- 
erted a  potent  influence  in  popularizing  scientific  study 
in  Philadelphia.  Groups  of  citizens,  from  time  to  time, 
asked  to  be  shown  some  of  the  heavenly  bodies  by  night, 
and  so  an  interest  in  the  school  was  maintained. 

In  the  early  days,  when  Dr.  Bache  was  inspiring  his 
associates  with  a  hearty  devotion  to  scientific  work,  some 
excellent  observations  were  made.  Writing  in  1856, 
Professor  Loomis  says : 

"  In  the  hands  of  Messrs.  Walker  and  Kendall  this  observatory 
became  celebrated,  not  only  in  America  but  also  in  Europe.  It  has 
furnished  four  hundred  and  thirty  moon  culminations,  about  one 
hundred  and  twenty  occultations  of  stars,  and  several  series  of  ob- 
servations for  latitude ;  together  with  numerous  observations  of 
comets,  especially  the  great  comet  of  1843.  This  was  also  an  im- 
portant station  in  several  of  the  earlier  telegraph  operations  for 
longitude." 

In  1842  and  1843,  Professor  Kendall's  reports  were 
printed  by  the  Board  of  Controllers,  and  his  account  of 
the  comet  of  1843  (which  was  observed  by  Walker, 
Bache,  Patterson,  and  Kendall  to  a  later  date  than  at  any 
other  observatory)  explains  fully  his  method  and  the 
results.  Three  years  later,  careful  observations  were 
made  of  a  transit  of  Mercury,  and  reported  in  The 
American  Journal  of  Science.  Other  astronomers  made 
frequent  use  of  the  Observatory.  Hubbard,  who  in  1843 
rediscovered  the  comet  at  Yale  Observatory,  asked  and 
received  permission  to  complete  his  work  at  the  High 
School.  Two  years  after  Morse's  invention  of  the  tele- 
graph, Walker,  in  conjunction  with  several  other  as- 
tronomers, made  the  first  experiments  to  determine  longi- 


CENTRAL   HIGH    SCHOOL  93 

tude  by  telegraph.  On  October  10,  1846,  the  transit  of 
a  star  was  telegraphed  to  Philadelphia  by  Lieutenant 
Almy,  of  the  United  States  navy,  this  being  the  first 
practical  application,  to  use  Walker's  own  words,  "  of 
the  method  of  star-signals,  which  is  destined,  sooner  or 
later,  to  perfect  the  geography  of  the  globe."  These  are 
some  of  the  more  practical  results  of  the  establishment  of 
the  Observatory. 

Any  record  of  the  scientific  renaissance  of  1838-45 
that  did  not  include  an  account  of  the  Magnetic  Observa- 
tory on  the  grounds  of  Girard  College  would  lack  one 
of  the  most  illustrious  features.  Just  prior  to  the  estab- 
lishment of  the  High  School  a  suggestion  of  great  mo- 
ment came  from  the  British  Association  for  the  Ad- 
vancement of  Science,  which  invited  the  co-operation  of 
scientists  in  making  a  series  of  simultaneous  observations 
in  different  parts  of  the  world,  in  order  to  determine  the 
fluctuations  of  the  magnetic  elements.  During  Dr. 
Bache's  visit  to  Europe  in  1836-38  he  met  with  a  number 
of  European  scholars,  and  became  enthusiastically  inter- 
ested in  a  plan  that  promised  so  much  for  human  knowl- 
edge. Upon  his  return,  since  the  Girard  Estate  was  in 
litigation,  the  trustees  of  the  College  decided  to  build 
a  Magnetic  Observatory  on  the  grounds  of  the  then  un- 
finished College,  the  expense  of  maintenance  being  met 
by  a  number  of  contributions  from  the  American  Philo- 
sophical Society.* 

In  order  that  the  Observatory  might  be  suited  to  its 
work  it  was  constructed  in  a  most  unique  fashion.  It 

*  For   these   facts   due  acknowledgment   is   made   to   George   P. 
Rupp,  formerly  Librarian  of  Girard  College. 


94  HISTORY    OF   THE 

was  built  entirely  of  wood,  put  together  with  copper  nails. 
No  iron  whatsoever  was  used,  nor  any  materials  with 
ferruginous  properties,  in  order  to  avoid  magnetic  attrac- 
tion, the  slightest  degree  of  which  would  ruin  the  accu- 
racy of  the  observations.  Work  was  commenced  in  May, 
1840,  and  continued  for  almost  five  years,  under  the  im- 
mediate direction  of  Dr.  Bache,  and  later  of  Professor 
Frazer.  While  this  Observatory  had  no  direct  connec- 
tion with  the  High  School,  except  as  both  were  out- 
growths of  the  same  intellectual  movement,  yet  it  is 
pleasing  to  record  that  it  was  in  charge  of  two  of  the 
High  School  Faculty,  and  that  they  selected  young  men 
from  the  student  body  of  the  school  to  assist  them  in 
their  work.  Among  the  group  may  be  mentioned  George 
Davidson  (Sixth  Class),  who  gives  a  vivid  picture  of  Dr. 
Bache  in  the  previous  chapter ;  Charles  H.  Cramp  (  Sixth 
Class),  whose  career  is  so  full  of  interest  to  Americans; 
and  Samuel  Mecutchen  (First  Class),  afterwards  a  mem- 
ber of  the  Faculty  of  the  school.*  Through  the  aid  of 
these  efficient  youths,  who  thus  early  showed  a  scientific 
interest  that  was  to  remain  strong  through  life,  Dr. 
Bache  was  enabled  to  generalize  upon  a  basis  of  twenty- 
one  thousand  six  hundred  and  forty-five  observations. 
"  It  is  not  too  much  to  say,"  said  Dr.  B.  A.  Gould,  "  that 
of  what  we  know  to-day  of  the  distribution,  intensity, 
and  periodic  and  secular  changes  of  terrestrial  magnetism 


*The  official  report  of  Dr.  Bache  gives  the  names  of  thirty 
sub-assistants,  of  whom  all  but  five  were  High  School  students; 
in  addition  to  the  above  may  be  mentioned  Kirkpatrick,  Grandgent, 
Ruth,  Laidlaw,  Stephens,  Magilton,  Gideon,  Houpt,  and  Lawson, — 
all  of  whom  were  afterwards  prominent  in  scientific  and  public 
work. 


CENTRAL    HIGH    SCHOOL  95 

we  are  indebted  quite  as  much  to  Bache  as  to  any  other 
man."  * 

In  the  history  of  the  Astronomical  Observatory  of  the 
High  School,  the  removal  in  1854  to  the  Broad  and  Green 
Streets  building  deserves  some  notice,  as  special  plans 
were  again  prepared  for  the  insulation  of  the  instruments. 
Two  parallel  piers  of  solid  masonry  were  erected  in 
the  front  part  of  the  building  on  each  side  of  the  main 
entrance,  and  extended  ninety  feet  to  the  ceiling  of  the 
fourth  floor.  Upon  this  solid  foundation  a  stand  was 
constructed  for  the  telescope,  and  the  instruments  which 
had  been  procured  in  1838  were  transported  to  their  new 
home,  where  they  remained  until  1900. 

When  Professor  Kendall  resigned  in  1855,  the  work 
in  astronomy  was  assumed  by  Professor  McClune,  who 
held  the  chair  until  1877,  when  he  was  succeeded  by 
Professor  Schock.  There  is  little  record  of  scientific  work 
during  this  time,  and  it  is  probable  that  the  teaching  side 
of  the  work  interfered  sadly  with  continuous  observa- 
tion. In  1869,  Lieutenant  J.  H.  C.  Coffin,  of  the  United 
States  Naval  Observatory,  and  superintendent  of  The 
Nautical  Almanac,  requested  the  use  of  the  telescope  to 
observe  the  great  solar  eclipse  of  August  of  that  year. 
This  permission  was  granted,  and  the  telescope  was  taken 
to  Burlington,  Iowa,  on  the  line  of  totality,  not,  however, 
at  the  expense  of  the  city.  Professor  McClune  accom- 
panied the  expedition,  and  reported  to  the  Controllers 
upon  its  results.  In  the  next  year  a  similar  request  came 

*  See  the  appreciative  address  by  Professor  George  F.  Barker 
upon  the  presentation  of  a  portrait  of  Alexander  Dallas  Bache  to 
the  A.  D.  Bache  Public  School,  the  gift  of  Joseph  G.  Rosengarten, 
Esq.,  April  13,  1898. 


96  HISTORY   OF   THE 

from  Professor  Pierce,  of  Harvard  University,  and  Su- 
perintendent of  the  United  States  Coast  Survey,  who 
desired  to  take  the  telescope  to  Sicily,  to  observe  a  solar 
eclipse.  This  request  was  refused,  however,  on  the 
ground  that  it  would  interfere  seriously  with  the  teach- 
ing of  astronomy  in  the  school. 

In  1873,  Monroe  B.  Snyder,  a  graduate  of  the  Uni- 
versity of  Michigan,  was  appointed  assistant  in  the  Ob- 
servatory, and  thenceforward  continued  the  astronomical 
work,  at  first  under  Professor  McClune  and  afterwards 
in  personal  charge.  Perhaps  the  most  noteworthy  of 
his  observations  was  that  of  the  transit  of  Mercury, 
May  5  and  6,  1878,  when  the  report  from  the  High 
School  was  one  of  the  thirteen  selected  as  a  basis  for  the 
mathematical  discussion  of  the  times  of  contact.  The 
transit  of  Venus  of  1882  was  also  observed  at  the  High 
School. 

As  the  result  of  the  recent  agitation  for  new  buildings 
and  proper  accommodations,  the  Observatory,  in  common 
with  the  other  departments  of  the  school,  has  profited  to 
a  high  degree.  It  is  expected  that  by  January,  1902,  its 
entire  equipment  will  be  in  position,  including  a  fifteen- 
inch  telescope,  and  that  the  new  and  improved  apparatus 
will  enable  it  to  serve  the  public  to  a  higher  degree  than 
ever  before.  Anticipating  this  enlarged  usefulness,  in 
1897  the  Board  of  Public  Education  formally  denomi- 
nated this  department  of  the  High  School  the  "  Philadel- 
phia Observatory,"  thus  employing  most  appropriately  a 
title  first  suggested  by  the  American  Philosophical  Society 
in  1839.  As  the  appreciation  of  the  Observatory  as  a 
necessary  part  of  the  municipal  equipment  of  a  modern 
city  becomes  more  apparent,  it  is  to  be  expected  that  the 


THE   HIGH   SCHOOL  OBSERVATORY,   1854-1900 


CENTRAL    HIGH    SCHOOL  97 

Philadelphia  Observatory  will  win  as  high  recognition 
for  its  scientific  work  as  in  the  earlier  days  of  the  old 
High  School. 

The  direct  result  of  the  astronomical  work  at  the  school 
may  be  observed  in  the  enlarged  outlook  and  the  more 
intelligent  conception  of  the  universe  to  be  found  among 
its  graduates.  Indirectly,  however,  the  Observatory  has 
contributed  to  the  establishment  of  the  two  largest  ob- 
servatories in  America.  It  was  largely  through  the  in- 
fluence of  George  Davidson,  an  Alumnus  of  the  High 
School  and  the  friend  of  Professor  Bache,  that  James  Lick 
was  led  to  make  his  great  benefaction  to  science.  In 
1874,  Mr.  Lick  authorized  Professor  Davidson  to  an- 
nounce that  the  greatest  telescope  in  the  world  would  be 
installed  on  the  Sierra  Nevada.  Again,  the  Yerkes  Ob- 
servatory of  the  University  of  Chicago  was  founded  and 
endowed  by  Mr.  Charles  T.  Yerkes,  an  Alumnus  of  the 
Philadelphia  High  School  of  the  Twenty-seventh  Class, 
who  first  learned  of  astronomy  from  Professor  Kendall. 

To  have  aided  in  important  scientific  investigations, 
to  have  broadened  the  outlook  of  thousands  of  useful 
men,  to  have  sent  forth  Alumni  who  have  led  in  the 
establishment  of  the  largest  observatories  in  the  world, 
— surely  in  this  record  there  is  to  be  found  an  ample 
justification  for  the  early  dreams  of  George  M.  Justice 
and  his  colleagues. 


98  HISTORY    OF   THE 

CHAPTER   VI 

JOHN  S.   HART  AND  HIS  FACULTY 

WHEN  Dr.  Bache  had  announced  to  the  High  School 
Committee  that  with  the  commencement  of  the  new 
school  year  his  connection  with  the  institution  must 
cease,  a  diligent  and  active  search  was  at  once  commenced 
for  a  successor.  Mr.  Wharton  and  his  colleagues  on  the 
High  School  Committee  spared  no  pains  to  secure  the 
proper  man,  and  their  choice  fell  upon  one  whose  connec- 
tion with  the  Philadelphia  public  school  system  forms  one 
of  the  most  notable  chapters  in  its  history. 

John  Seely  Hart  was  elected  principal  of  the  Central 
High  School  September  13,  1842,  when,  although  but 
in  his  thirty-third  year,  he  had  already  won  a  high  repu- 
tation as  an  educational  administrator.  He  was  born 
January  28,  1810,  in  Berkshire  County,  Massachusetts, 
being  descended  from  an  old  Puritan  family,  the  first  of 
whom  had  come  over  from  England  in  1630.  When  the 
future  educator  was  two  years  old  his  family  moved  into 
what  was  then  a  wilderness  in  the  upper  part  of  Luzerne 
County,  near  where  the  city  of  Scranton  is  now  located. 
There  he  continued  to  reside  until  he  was  thirteen  years 
old.  His  earliest  recollections  were  of  a  log  house  in  the 
midst  of  a  small  clearing,  skirted  on  all  sides  by  the 
primeval  forest.  It  was  essentially  a  life  of  hardship, 
and  for  a  boy,  pale,  delicate,  yet  of  fine  grain,  it  contained 
many  elements  of  wholesome  discipline.  In  later  years 
Mr.  Hart  once  described  his  boyhood  as  "  one  continued 
sorrow."  In  1823  the  family  removed  to  Laurel  Run, 


CENTRAL   HIGH    SCHOOL  99 

two  miles  from  Wilkesbarre.  At  this  time  his  education 
was  exceedingly  limited  and  had  been  based  upon  Web- 
ster's Spelling-Book,  Murray's  English  Writer,  Daboll's 
Arithmetic  as  far  as  the  rule  of  three,  and  the  Bible. 

Two  things  occurred  about  this  time  which  entirely 
changed  his  career  in  life.  The  first  was  the  establish- 
ment of  a  Sunday-School  in  the  neighborhood.  Two 
good  ladies  from  Philadelphia  who  were  spending  the 
summer  with  their  friends,  in  connection  with  a  lady  of 
the  village,  resolved  to  establish  in  this  wild  region  a 
place  for  religious  teaching.  As  there  was  no  school  nor 
church  of  any  kind  in  the  neighborhood,  nor  any  dwell- 
ing-house suited  to  the  purpose,  it  was  determined  to 
hold  the  school  in  a  barn.  The  whole  apparatus  consisted 
of  a  few  boards  laid  across  old  barrels  and  boxes  which 
served  as  benches,  a  few  tracts  and  books  which  the  ladies 
brought  with  them,  and  blue  and  red  tickets  then  given 
as  premiums  for  attendance.  John  was  present  the  first 
day  that  the  school  was  opened,  and  is  believed  not  to 
have  been  absent  once  so  long  as  it  continued.  He  was 
assigned  to  the  care  of  one  of  the  ladies  from  Phila- 
delphia, Miss  Mary  R.  Gardiner,  whose  broad  culture, 
gentleness,  and  refinement  exerted  a  most  profound  in- 
fluence upon  the  boys  to  whom  she  devoted  herself.  To 
this  lady  John  S.  Hart  was  indebted  not  only  for  the 
religious  impulse  which  remained  constant  through  life, 
but  also  for  the  higher  ideals  and  nobler  conceptions 
which  resulted  from  this  friendship. 

The  other  circumstance  that  so  materially  affected  his 
career  was  a  dangerous  and  protracted  disease,  which 
left  him  more  feeble  and  delicate  than  ever.  So  incapable 
was  he  judged  to  be  for  any  employment  requiring  physi- 


ioo  HISTORY    OF   THE 

cal  strength  that  his  friends  determined  to  help  him  to 
obtain  an  education  with  the  hope  that  he  might  gain 
a  livelihood  as  teacher  of  the  country  school.  When 
between  thirteen  and  fourteen  years  of  age  he  took  his 
first  lessons  in  geography  and  English  grammar,  and 
made  such  rapid  progress  that  the  attention  of  the  good 
people  of  Wilkesbarre  was  attracted  to  him,  and  in  his 
fifteenth  year  he  entered  the  academy  of  that  place.  Some 
one  gave  him  a  Latin  grammar,  another  lent  him  a  dic- 
tionary, and  he  bought  a  Virgil  with  money  obtained  by 
the  sale  of  straw  hats  which  he  had  plaited  with  his  own 
hands.  Living  in  a  home  in  which  even  candles  were  a 
luxury,  he  read  the  story  of  Dido  and  ^Eneas  in  the  Virgil 
thus  procured,  by  the  light  of  pine-knots  picked  up  in  the 
woods  on  his  way  home  from  school.  The  whole  of  the 
yEneid  was  read  by  him  in  this  manner,  he  himself  while 
thus  studying  being  obliged  to  lie  at  full  length  on  the 
floor  in  order  to  get  the  proper  benefit  of  the  light  upon 
the  hearth.  When  he  first  began  to  attend  the  academy 
he  lived  at  home  and  walked  to  school,  a  distance  of  about 
two  miles.  Subsequently,  an  arrangement  was  made 
whereby  he  boarded  in  the  family  of  a  clergyman  and 
paid  for  his  board  by  doing  sundry  chores.  Besides  this 
he  was  paying  his  tuition  in  the  academy  by  assisting  the 
master  in  hearing  the  lessons  of  the  younger  classes. 
After  a  life  of  three  years  thus  spent  he  was  not  only 
thoroughly  fitted  for  college  but  ruddy  and  glowing  with 
health  and  stronger  physically,  mentally,  and  morally. 

In  the  fall  of  1827  he  entered  the  Sophomore  Class  of 
Princeton  College,  and  graduated  in  1830  with  a  valedic- 
tory oration  and  the  first  honor  for  general  scholarship. 
He  at  once  received  an  invitation  to  become  the  principal 


CENTRAL    HIGH    SCHOOL  101 

of  Natchez  Academy  in  Mississippi,  and  there  he  taught 
for  about  one  year.  Having  in  view,  however,  the  preach- 
ing of  the  gospel  as  his  life-work,  he  then  returned  to 
Princeton  and  entered  the  Theological  Seminary.  After 
a  year  he  was  appointed  tutor  in  the  college,  and  in  1834 
Adjunct  Professor  of  Languages.  As  a  college  professor 
he  was  distinctly  successful  and  instituted  changes  in 
educational  methods  of  considerable  importance.  He  is 
said  to  have  been  instrumental  in  bringing  about  the 
substitution  of  entire  treatises  in  the  classics  in  place  of 
the  fragments  formerly  read.  He  was  licensed  to  preach 
in  1835  and  conducted  services  in  the  vicinity  of  Prince- 
ton, but  in  the  following  year  he  was  offered  the  pro- 
prietorship and  the  control  of  Edgehill  School  in  the  suc- 
cession to  Enoch  C.  Wines.  For  five  years  he  continued 
in  the  management  of  this  school,  which  gave  him  a  repu- 
tation throughout  the  entire  country.  His  work  was 
well  known  in  Philadelphia,  and  when  he  learned  of  the 
resignation  of  Dr.  Bache  he  determined  to  apply  for  the 
principalship  thus  vacant.  His  application  to  the  chair- 
man of  the  High  School  Committee  was  simple  and  dig- 
nified *  and  was  accompanied  by  numerous  testimo- 

*  "  PHILADELPHIA,  August  3,  1842. 

"  SIR, — Having  heard  through  rumors  that  the  situation  of  prin- 
cipal in  the  Central  High  School  of  this  city  is  about  to  become 
vacant,  I  have  the  honor  to  present  myself  as  a  candidate,  and 
take  the  liberty  of  addressing  to  you  the  enclosed  testimonials, 
which  I  beg  you  to  have  the  kindness  to  lay  before  the  Board  at  the 
proper  time. 

"  I  am  very  respectfully,  sir, 

"Your  obdt.  servt., 

"JOHN  S.  HART. 

"  To  GEORGE  M.  WHARTON,  ESQ.,  Chairman  of  the  Committee  on 
the  High  School." 


102  HISTORY    OF   THE 

nials,  of  which  perhaps  the  most  interesting  was  an  elabo- 
rate endorsement  of  Mr.  Hart's  ability  and  scholarship, 
signed  by  James  Carnahan,  president  of  Princeton  Col- 
lege, and  by  seven  of  the  most  prominent  members  of  that 
Faculty. 

So  convincing  were  the  testimonies  to  his  worth  that 
he  was  elected  with  unanimity,  no  other  name  being 
presented  to  the  Controllers.  On  September  21,  1842, 
commenced  the  long  administration  of  John  S.  Hart  as 
principal  of  the  Central  High  School.  On  that  morning 
the  members  of  the  Board  of  Controllers  visited  the 
school,  and  Mr.  Wharton  introduced  Professor  Hart  to 
the  Faculty  and  students.  Appropriate  speeches  were 
made.  Dr.  Bache  was  given  a  touching  farewell,  and  so 
the  new  administration  was  inaugurated. 

The  sixteen  years  of  John  S.  Hart's  principalship 
formed  the  halcyon  period  of  High  School  history. 
There  was  an  increase  in  popularity  and  usefulness;  the 
school  life  was  healthy  and  vigorous,  and  the  Faculty  was 
harmonious  and  well-directed.  The  teaching  force  was 
kept  at  a  high  plane  by  the  continual  infusion  of  new  and 
vitalizing  blood.  The  course  of  study  was  revised  and 
rearranged,  and  as  the  years  passed  by  the  school  became 
better  and  better  adapted  to  the  needs  of  the  community. 

The  Faculty  was  almost  entirely  recast  during  this 
period,  but  two  of  the  professors,  Vogdes  and  McMurtrie, 
continuing  from  the  Bache  period  to  the  Maguire  ad- 
ministration. Professor  Hart's  influence  in  the  selection 
of  his  colleagues  and  assistants  was  very  great,  and  for 
many  years  there  was  the  utmost  cordiality  in  the  rela- 
tions of  the  principal  and  the  High  School  Committee. 

During  this  administration  eleven  professors  and  four- 


JOHN   SEELY   HART 

Principal,  1842-1858 


CENTRAL    HIGH    SCHOOL  103 

teen  assistants  were  appointed,  and  the  high  character  of 
the  selections  is  best  attested  by  the  great  reputation 
which  the  school  won  in  these  years.  In  the  month  after 
Dr.  Hart  assumed  the  principalship  there  was  a  vacancy 
in  the  Department  of  Physics  caused  by  the  resignation 
of  Dr.  Cresson,  and  this  led  to  the  appointment  of 
John  F.  Frazer,  one  of  the  most  eminent  of  Phila- 
delphia scientists.  He  had  been  graduated  at  the  Uni- 
versity of  Pennsylvania  in  1830,  and  during  his  college 
career  and  for  some  time  afterwards  he  acted  as  labora- 
tory assistant  to  Dr.  Bache.  Subsequently,  he  studied 
law  and  was  admitted  to  the  bar;  but  scientific  work, 
through  the  influence  of  Dr.  Bache,  seems  to  have  become 
his  chief  interest.  He  worked  with  Dr.  Rogers  in  the 
geological  survey  of  Pennsylvania,  and  at  Bache's  sug- 
gestion he  was  appointed  to  the  professorship  of  Chemis- 
try and  Natural  Philosophy  in  the  Philadelphia  High 
School,  where  he  taught  for  about  eighteen  months.  He 
is  spoken  of  as  a  masterly  teacher  and  a  scientific  lec- 
turer of  unusual  merit. 

While  the  department  to  which  he  belonged  had  not 
yet  been  properly  equipped  with  apparatus,  nevertheless, 
the  instruction  of  Booth  and  Frazer  was  of  an  unusually 
high  order.  They  impressed  their  pupils  with  a  sense  of 
power,  dignity,  and  genuine  interest  in  their  work.  In 
1844,  when  Bache  was  appointed  superintendent  of  the 
United  States  Coast  Survey,  his  chair  at  the  University 
was  offered  to  Dr.  Frazer,  and  thenceforward  he  was 
connected  with  the  University  of  Pennsylvania  until  his 
death  in  1872.  He  was  Vice-Provost  from  1855  to  1868 
and  Acting  Provost  during  part  of  that  period.  He  was 
a  well-known  public  lecturer,  and  played  a  prominent  part 


104  HISTORY    OF   THE 

in  the  scientific  work  of  the  Franklin  Institute,  the  Ameri- 
can Philosophical  Society,  and  the  National  Academy  of 
Sciences.  Death  came  to  him  happily  and  peacefully  in 
his  University  laboratory  the  day  after  the  opening  of  the 
University  buildings  in  West  Philadelphia. 

Upon  the  resignation  of  Professor  Deloutte  in  May, 
1843,  Frangois  A.  Bregy  was  elected  to  the  professorship 
of  French  and  Spanish.  His  connection  with  the  High 
School  covers  nineteen  years,  in  two  periods,  first  until 
December,  1858,  and  afterwards  from  February,  1862, 
to  December,  1866.  During  his  service  as  a  teacher  of 
the  French  language  Professor  Bregy  was  the  best-known 
worker  in  that  line  in  Philadelphia.  He  taught  not  only 
at  the  High  School,  but  at  Girard  College,  the  University 
of  Pennsylvania,  and  also  had  many  private  pupils.  He 
stayed  at  the  school  long  after  more  advantageous  offers 
had  been  made  him  from  other  institutions,  and  in  his 
letters  of  resignation  he  repeats  again  and  again  his  en- 
joyment of  the  school  life  and  his  thorough  sympathy 
\vith  its  aims  and  methods.  He  was  a  native  of  Sedan, 
and  had  served  for  ten  years  as  Professor  of  French 
Literature  and  Higher  Mathematics  in  the  College  Royal 
at  Mons.  In  1841  he  came  to  America  and  presently  ac- 
cepted a  position  at  the  Norfolk  Academy.  Shortly  after 
he  was  recommended  by  Dr.  Bache  to  the  High  School 
Committee,  and  then  commenced  his  long  and  honorable 
service  in  that  school.  "  Alumnus"  records  that  as  a 
teacher  Professor  Bregy  was  the  very  reverse  of  his  pred- 
ecessor. "  He  was  always  warm,  rapid,  animated,  and 
enthusiastic.  Upon  any  subject  he  flung  himself  in  me- 
dias  res,  and  the  recitations  of  his  classes,  always  char- 
acterized by  impetuosity  and  vigor,  would  sometimes  al- 


CENTRAL   HIGH    SCHOOL  105 

most  electrify.  His  loves  and  hates  were  intense;  con- 
sequently his  blame  and  praise  were  earnest,  quick,  and 
peremptory,  but  in  the  midst  of  excitement  he  never 
ceased  to  be  master  of  himself.  His  friendship  for  his 
pupils  was  always  fervent  and  well-defined,  and  their  at- 
tachment for  him  was  equally  ardent." 

As  the  school  increased  in  attendance,  Professor  Hart 
suggested  the  advisability  of  selecting  special  assistants 
from  among  the  most  promising  of  the  recent  graduates 
of  the  school,  who  would  be  thoroughly  familiar  with  the 
daily  routine  and  hence  able  to  attend  to  administrative 
details,  and  yet  would  not  expect  the  salary  of  a  full 
professor.  In  September,  1843,  two  assistants  were  ap- 
pointed, James  A.  Kirkpatrick  and  Elvin  K.  Smith.  They 
were  the  first  graduates  of  the  school  to  be  commissioned 
to  aid  in  its  work.  The  latter  held  his  position  for  but 
a  year  and  then  studied  for  the  ministry.  The  former 
served  with  faithfulness,  loyalty,  and  zeal  for  a  quarter  of 
a  century,  and  won  recognition  as  one  of  the  ablest  mem- 
bers of  the  Faculty.  Professor  Kirkpatrick's  first  teach- 
ing was  in  the  English  department  under  the  personal  in- 
struction of  John  S.  Hart.  He  was,  however,  rapidly  ad- 
vanced to  higher  work  in  mental  and  political  science, 
and  eventually,  as  his  bent  developed,  he  was  transferred 
to  the  more  practical  studies  of  Phonography,  Bookkeep- 
ing, and  Civil  Engineering.  Thus  his  teaching  directly 
affected  the  lives  of  hundreds  of  our  ablest  business- 
men. In  1851  he  was  elected  to  the  rank  of  professor. 
His  close  association  with  Professor  Hart  seems  to  have 
left  a  definite  impress  upon  him,  in  creating  a  close  per- 
sonal interest  in  the  life  of  the  school.  No  other  mem- 
ber of  the  Faculty  spent  so  much  time  in  following  the 


io6       ,  HISTORY    OF   THE 

careers  of  the  Alumni,  in  collecting  and  preserving  the 
records  of  the  school,  and  in  maintaining  its  traditions. 
His  retirement  in  1868,  to  enter  upon  a  responsible  busi- 
ness position,  was  a  great  loss  to  the  school,  and  brought 
from  the  Faculty  a  hearty  recognition  of  his  "  gentle- 
manly deportment  and  upright  character,"  together  with 
the  "  eminent  ability  uniformly  displayed  by  him"  in  his 
twenty-five  years  of  service  for  the  school.* 

The  next  change  in  the  Faculty  was  caused  by  the  un- 
timely death  of  Professor  Sanderson  in  April,  1844.  As 
this  was  the  first  break  in  the  Faculty  ranks  from  so  sad  a 
cause,  it  seems  to  have  made  a  deep  impression  upon  the 
minds  of  the  public.  Resolutions  were  adopted  by  both 
the  Faculty  and  the  students,  and  all  connected  with  the 
school  wore  a  badge  of  mourning  upon  the  arm  for  a 
month.  It  is  a  very  gratifying  sign  of  the  cordial  rela- 
tions between  Faculty  and  students  in  these  days  that  the 
students'  resolution  was  copied  into  the  Faculty  minute- 
book  for  record,  f 


*  It  is  but  simple  justice  to  state  that  the  sketch  that  has  been 
given  of  the  early  history  of  the  school  could  not  have  been  pre- 
pared if  it  had  not  been  for  the  collection  of  pamphlets  upon  edu- 
cational topics  originally  made  by  Professor  Kirkpatrick  and  pre- 
served for  the  Archives  of  the  Alumni  by  Professor  Daniel  W. 
Howard. 

"  I  would  mention  my  indebtedness  to  the  study  of  phonography, 
which  we  were  taught  by  Professor  Kirkpatrick  during  the  first 
two  terms.  He  was  very  successful  in  the  imparting  of  a  thor- 
ough knowledge  of  shorthand,  and  it  has  had  a  very  important 
bearing  on  the  major  portion  of  my  business  career." — Stephen  W. 
White. 

t "  To  the  world  he  is  known  as  the  eminent  writer,  to  thou- 
sands of  the  rising  generation  as  the  accomplished  and  popular 
teacher,  but  to  those  who  knew  him  as  a  friend  he  will  ever  re- 


CENTRAL    HIGH    SCHOOL  107 

The  classical  work  was  then  assumed  by  Henry  Haver- 
stick,  A.M.,  who  taught  Latin  and  Greek  in  the  school  for 
twenty-two  years.  He  was  a  scholar  of  profound  learn- 
ing, arid  did  much  to  encourage  love  for  the  classics  in 
those  whose  tendencies  inclined  them  to  the  liberal  culture 
which  these  studies  afford.  In  the  reorganization  of  the 
curriculum  in  1854  Greek  was  temporarily  dropped  from 
the  course  of  study,  and  after  1862  it  was  not  reinstated 
for  twenty-seven  years.  This  action  was  rendered  neces- 
sary by  the  spirit  of  the  age,  which,  rinding  reflection  in 
the  Board  of  Education,  demanded  that  the  time  of  the 
students  should  be  given  to  subjects  more  directly  related 
to  business.  It  is  apparent  that  the  High  School  student 
who  must  make  his  own  way  in  the  world  may  look 
with  little  sympathy  upon  studies  which  seem  remote  in 
their  application  to  the  practical  affairs  of  life.  This  at- 
titude has  added  materially  to  the  difficulties  that  beset  a 
teacher  of  the  classics.  Those  who  studied  under  Profes- 
sor Haverstick,  however,  bear  gratifying  testimony  to 
his  strong  qualities  as  a  man  and  as  a  classicist. 

In  October,  1844,  Rembrandt  Peale  resigned  from  the 
Faculty  which  he  had  so  fittingly  graced  in  order  to  de- 
vote his  entire  time  to  artistic  and  literary  work.  It  is 
probable  that  he  was  not  altogether  satisfied  with  the  cir- 
cumstances under  which  his  work  was  done,  and  that  he 
had  expected  a  far  heartier  appreciation  of  the  value  of 
drawing  than  had  been  shown.  Writing  some  years  after 


main  endeared  by  qualities  of  the  heart  which  transcend  all  praise. 
They  only  can  appreciate  Sanderson  who  have  felt  the  cheering 
influence  of  his  smile  and  the  warm  pressure  of  his  hand." — Fac- 
ulty resolution,  April  9,  1844. 


io8  HISTORY    OF   THE 

Professor  Peak's  death,  Professor  Hart  thus  expresses 
the  artist's  ideals : 

"  Rembrandt  Peale  had  two  dreams,  each  worthy  of  his  genius. 
One  was  to  paint  a  Washington  which  should  go  down  to  pos- 
terity; the  other  was  so  to  simplify  the  elements  of  the  art  of 
drawing  that  young  boys  and  girls  might  learn  it  as  universally 
as  they  learn  to  read  and  write.  He  spent  long  years  in  maturing 
a  little  work  for  this  purpose,  no  bigger  than  a  primer  or  a  spelling- 
book,  and  a  determined  effort  was  made  on  the  part  of  some  of 
the  friends  of  popular  education  to  introduce  the  study  into  the 
primary  public  schools  of  Philadelphia.  It  was  introduced  into 
the  High  School.  But  its  benefits  were  limited  to  a  comparatively 
small  number.  The  hope  and  the  aim  of  the  friends  of  Mr.  Peale's 
project  were  to  make  the  study  an  elementary  one, — to  make  a 
certain  amount  of  proficiency  in  drawing  a  test  of  promotion  from 
the  lower  schools  to  the  schools  above  it.  This  would  have  placed 
'  Graphics'  alongside  of  the  copy-book  and  the  spelling-book.  After 
struggling  for  several  years  with  popular  prejudice,  the  friends  of 
the  scheme  were  obliged  to  abandon  it  as  hopeless.  The  idea  was 
too  much  in  advance  of  the  times.  Could  the  plan  have  succeeded, 
and  could  the  entire  youthful  population  of  that  great  city,  which 
is  pre-eminently  a  mechanical  and  manufacturing  centre,  have 
grown  up  with  a  familiar  practised  skill  in  the  use  of  the  pencil 
in  ordinary  off-hand  drawing,  there  can  be  no  question  that  it 
would  have  added  untold  millions  to  the  general  wealth.  If  every 
boy  or  girl  in  that  great  metropolitan  city  were  now  obliged  to 
spend  as  much  time  in  learning  to  draw  as  is  spent  in  learning  to 
spell,  and  at  the  same  age  as  they  learn  to  spell,  I  do  soberly  be- 
lieve that  the  addition  to  the  wealth  of  the  city  by  the  increased 
mechanical  skill  that  would  be  developed  would  be  worth  more 
than  the  entire  cost  of  her  public  schools,  although  they  do  cost 
well-nigh  to  a  million  dollars  annually." 

The  chair  left  vacant  by  this  resignation  was  filled  most 
appropriately  by  the  promotion  of  Professor  George  J. 
Becker,  who  had  been  Rembrandt  Peale's  assistant  for 
more  than  two  years. 

The  next  important  vacancy  occurred  in  November, 
1845,  when  Dr.  Frost  resigned  in  order  that  he  might 


CENTRAL   HIGH    SCHOOL  109 

devote  his  entire  time  to  the  writing  and  arranging  of  his 
"  Pictorial  History  of  the  World."  To  fill  his  position  a 
competitive  examination  was  instituted,  and  as  a  result 
James  Rhoads  was  elected  to  the  Faculty,  in  which  he 
served  for  thirty-two  years,  until  he  was  its  senior  mem- 
ber. He  was  the  first  grammar  principal  to  be  promoted 
to  the  High  School,  and  the  appointment  was  won  by  pre- 
eminent merit.  He  had  prepared  at  the  Friends'  schools 
in  Philadelphia  and  Westtown,  and  at  Merion  Academy. 
After  teaching  for  three  years  at  Upper  Darby,  he  was 
elected  principal  of  the  Northwest  Grammar  School  in 
Philadelphia.  During  his  seven  years'  service  in  this 
capacity  he  raised  his  school  to  the  highest  point  of  effi- 
ciency, and  at  once  attracted  attention  by  his  success  in 
preparing  pupils  for  the  High  School.  In  succession  to 
Dr.  Frost,  he  assumed  charge  of  the  Department  of 
Belles-Lettres  and  History,  although  afterwards  Elocu- 
tion was  substituted  for  the  latter  branch.  As  a  teacher 
of  the  correct  use  of  forceful  English  he  was  without  a 
peer.  His  industry  was  prodigious, — each  week  he  re- 
ceived compositions  from  every  pupil  in  the  school,  to  be 
examined,  corrected,  and  rated.  By  a  positive  and  per- 
emptory insistence  upon  simplicity  and  precision  of  dic- 
tion he  forced  his  pupils  into  the  habitual  use  of  plain  and 
direct  speech.  Certain  current  phrases  which  were  found 
too  frequently  in  the  average  vocabulary  were  absolutely 
prohibited.* 

As  a  result  he  succeeded  to  an  unusual  degree  in  se- 

*This  rule  is  well  illustrated  in  the  poem  to  Professor  Rhoads 
recited  at  the  meeting  of  the  High  School  Alumni  on  February 
14,  1901,  by  George  Alfred  Townsend-  from  which  the  following 
verses  are  selected. 


no  HISTORY    OF   THE 

curing  from  his  pupils  the  use  of  a  direct,  forceful,  and 
incisive  vocabulary.  They  have  been  very  general  in 
acknowledging  their  indebtedness  to  this  teacher.  The 
great  number  of  High  School  graduates  who  have  gone 

Bless  his  lion  head  and  vision, 

Him  who  taught  us  "  Composition," 

Great  James  Rhoads !    who  at  the  blackboard 

Chalked  our  infant  rhetoric  hard, 

And  each  tautologic  Jack  scored 

For  those  words  that  he  debarred : 

"Persons!    People!    Very!    A  Great  Many!    A  Great  Deal!" 

("Two  off!     Four  off!    All  off!     Cipher!")     No  appeal! 

Words  like  other  incubuses — 

Bad  words,  gad  words,  slang  words,  cusses — 

Are  innate.     When  these  Alumni, 

All  so  numerous,  I  see, 

As  a  gypsy  speaks  his  Romany, 

Words  forbidden  rise  in  me: 

"Persons!     People!     Very!     A  Great  Many!     A  Great  Deal!" 

("Two  off!    Four  off!    All  off!    Cipher!    Sit  down!")    No  appeal! 

Then  I  see  the  splendid  city, 

I  remember  only  pretty, 

Spanning  rivers  to  the  ocean, 

Past  a  million,  nearly  two; 

And  the  words,  of  their  own  motion, 

Though  forbidden,  flash  to  view: 

"Persons!     People!     Very!     A  Great  Many!     A  Great  Deal!" 

("Two  off!     Four  off!     All  off!     Cipher!")     I  appeal ! 

Since  my  day  the  Female  College, 
Full  of  beauty,  youth,  and  knowledge, 
To  our  High  School  has  come  nearer. — 
I  would  err,  a  boy  again ! — 
Girls  so  many,  so  much  dearer, 
Compositions  set  for  men : 

"  Persons  !     People !     Very !     A  Great  Many !     A  Great  Deal !" 
("Two  off!     Four  off!     All  off!")      But  none  ciphers!     That  I 
feel! 


CENTRAL   HIGH    SCHOOL  in 

into  journalism  or  law  or  the  ministry  have  united  in 
hearty  appreciation  of  methods  which  at  first  may  have 
seemed  severe,  but  were  nevertheless  effective  as  no 
milder  plan  could  have  been.* 

Such  a  forceful  character  could  not  participate  in  the 

From  the  old  brick  beehive  yonder 
Is  the  High  School  an  absconder. 
In  a  palace,  like  a  Louvre, 
Swarm  the  Academic  birds. 
'Twill  be  harder  to  manoeuvre 
Round  those  exorcising  words: 

''Persons!     People!     Very!     A   Great  Many!     A   Great  Deal!" 
("Two  off!     Four  off!     All  off!")     What's  a  cipher  but  common 
weal ! 

But  in  time  those  words  forbidden 

Of  themselves  will  end  unchidden; 

'Tis  when  age  has  thinned  our  classes 

And  our  own  names  half  forgot, — 

Man  delighting  not,  nor  lasses, 

We  shall  think  not  nor  write  not: 

"  Persons  !     People !     Very  !     A  Great  Many !     A  Great  Deal !" 

("Two  off!     Four  off!     All  off!     Cipher!")     No  appeal! 

*  A  few  testimonials  from  the  Alumni  may  serve  to  illustrate 
this  thought. 

"  If  I  have  accomplished  anything  in  life,  I  owe  that  little  more 
to  him  than  to  any  other  teacher  I  ever  had.  I  knew  him  well  in 
the  class-room  and  in  his  home,  and  I  am  glad  to  testify  to  the 
integrity  of  his  character,  the  purity  of  his  life,  and  the  charm  of 
his  conversation." — Samuel  B.  Huey. 

"  He  was  an  ideal  teacher,  adding  to  profound  acquirements  in 
learning,  stability  in  judgment,  zeal  in  duty,  and  all  purity  and 
praise  in  private  life.  The  cultured  scholar,  the  worthy  citizen, 
the  sagacious  counsellor,  the  Christian  man." — Hon.  Robert  E. 
Pattison. 

"  He  taught  us  by  his  uncompromising  criticism  of  our  literary 
style  to  cultivate  in  ourselves  a  precision  and  accuracy  of  expres- 
sion which  in  after-years  have  been  of  incalculable  value." — Stephen 
W.  White. 


ii2  HISTORY    OF   THE 

work  of  a  great  public  school  without  giving  rise  to  an 
extended  series  of  traditions.  Many  of  the  best  High 
School  tales  are  connected  with  James  Rhoads.  He  had  a 
custom  of  requiring  the  students  to  write  their  essays  on 
the  blackboard  for  public  examination.  One  student  whose 
composition  was  a  bit  of  high-flown  ecstasy  about  Nature 
and  Spring  will  never  forget  the  criticism  which  it 
brought  forth.  "  What  do  you  mean  by  all  this  ?"  was 
the  professor's  query,  and  when  he  had  been  told  in 
simple  boyish  phrases,  he  struck  out  the  entire  para- 
graph with  this  remark,  "  If  that's  what  you  mean,  then 
say  it."  Many  were  the  compositions  returned  to  the  un- 
fortunate owners  with  the  single  criticism  "  Copied ; 
cipher."  "  Copied"  with  Professor  Rhoads  did  not 
necessarily  imply  "  not  original" :  it  was  applied  to 
thoughts  and  ideas  that  were  not  the  sincere  expression 
of  the  boy's  own  nature.  He  was  wont  to  tell  the  story 
of  a  lad  who  insisted  upon  the  originality  of  an  essay, 
saying  that  he  knew  his  composition  to  be  original,  for 
the  article  from  which  he  copied  was  marked  "  original." 
He  was  a  man  of  great  muscular  strength  and  physical 
vigor.  As  a  youth  he  was  renowned  in  the  country  dis- 
tricts for  his  jumps  in  the  field.  He  was  accustomed  to 
drive  daily  to  the  High  School  from  his  home  at  Had- 
dington,  and  thus  became  the  author  of  a  now  famous 
story  of  a  triple  "  bull."  His  horse  was  put  up  at  a 
stable  some  distance  from  the  school.  On  one  occasion, 
after  having  been  late  for  several  days,  he  came  in  on 
the  lead  for  one  or  two  days,  which  caused  the  hostler 
to  remark,  "  Why,  Mr.  Rhoads,  you're  first  at  last; 
you're  early  of  late;  you  used  to  be  behind  before."  If 
the  anecdotes  concerning  Professor  Rhoads  could  be  col- 


CENTRAL    HIGH    SCHOOL  113 

lected  in  book  form,  it  would  not  be  a  small  nor  a  dull 
volume. 

When  Professor  Booth  resigned  in  November,  1845, 
his  place  was  filled  by  the  appointment  of  Martin  H. 
Boye,  who  was  a  member  of  the  High  School  Faculty 
for  fourteen  years.  He  was  a  Dane  by  birth,  and  a 
graduate  of  the  University  of  Copenhagen.  An  accident 
turned  his  attention  to  chemistry,  and  he  became  infatu- 
ated with  the  subject.  When  twenty- four  years  of  age 
he  came  to  America  and  studied  medicine  at  the  Univer- 
sity of  Pennsylvania,  and  afterwards  served  in  the  Geo- 
logical Survey  of  Pennsylvania.  His  was  one  of  those 
rare  minds  which  by  earnest  devotion  to  the  study  of  the 
applications  of  science  to  industrial  life  do  so  much  for 
civilization.  This  early  work  introduced  Professor  Boye 
to  Dr.  Booth,  and  they  formed  a  private  chemical  labora- 
tory and  also  did  much  editorial  work  together ;  so  when 
Professor  Booth  retired  from  the  school  it  was  natural 
that  his  colleague  should  be  called  to  succeed  him.  For 
six  years  he  taught  in  a  subordinate  position,  giving  but 
part  of  his  time  to  his  school  duties;  but  in  1851  his  de- 
partment was  raised  to  the  same  rank  as  the  others.  Pro- 
vision was  made  for  a  laboratory,  which  was  fitted  up  in 
the  basement,  and  illustrative  apparatus  was  provided. 
From  this  time,  therefore,  chemistry  assumed  its  proper 
place  in  the  curriculum. 

In  his  work  of  instruction  Professor  Boye  labored 
under  the  difficulties  that  necessarily  come  when  the 
teacher  is  a  foreigner  and  the  taught  are  high-spirited, 
irrepressible  American  boys.  A  good  part  of  the  physi- 
ological excitability  of  the  students  was  worked  off  in  the 

chemical  room.     But,  notwithstanding  the  boys'  occa- 

8 


H4  HISTORY    OF   THE 

sional  pranks,  those  of  scientific  bent  received  much  help 
from  this  teacher,  whose  work  had  added  materially  to 
the  popular  appreciation  of  his  subject.  In  the  Board  of 
Instructors  (as  the  Faculty  was  originally  called)  he  was 
an  active  and  useful  member,  and  served  in  1851  as  the 
chairman  of  the  committee  that  proposed  the  plan  for  the 
formal  organization  of  a  faculty.  In  February,  1859,  ne 
resigned  his  professorship,  and  has  since  lived  in  scientific 
retreat  at  Coopersburg,  Pennsylvania.* 

During  this  period  there  had  been  several  changes  in 
the  corps  of  assistants.  Daniel  Strock  served  from  1844 
to  1845  and  then  retired  to  aid  Dr.  Frost  in  his  general 
literary  work.  He  was  succeeded  by  James  Lynd,  who 
held  the  position  for  but  six  months,  then  entered  upon 
the  study  of  the  law,  and  was  eventually  elected  a  judge 
of  the  Common  Pleas  Courts  of  Philadelphia.  Thomas 
B.  Cannon  was  next  in  succession,  and  served  for  less 
than  a  year.  His  place  was  filled  by  one  of  the  most 
active  of  the  early  Alumni  of  the  school,  Frederick  G. 
Heyer,  who  was  an  assistant  from  1846  to  1851.  His 
stay  was  long  enough  to  make  a  definite  and  pleasing 
impression.  He  was  an  energetic  man,  with  full  faith  in 
the  school  and  its  ideals.  He  resigned  to  take  up  the 
study  of  the  law,  in  which  field  his  success  was  great. 
His  successor,  Samuel  S.  Fisher,  is  the  third  of  this  group 
whose  teaching  prepared  the  way  for  commanding  suc- 
cess in  the  practice  of  law.  He  taught  in  the  school  from 


*  It  will  be  of  general  interest  to  notice  that  Professor  Boye  is 
still  living,  and  is,  with  Professor  Becker,  among  the  oldest  sur- 
vivors of  the  Faculty.  A  letter  was  received  from  him  dated 
October  5,  1898,  at  Honolulu,  Hawaii,  which  shows  that  his  eighty- 
six  years  weigh  lightly  upon  him. 


MARTIN    H.    BOYK 


JAMES    A.    KIRKPATRICK 


CENTRAL   HIGH    SCHOOL  115 

1851  to  1853  and  at  the  same  time  studied  law.  During 
the  Civil  War  he  became  colonel  of  an  Ohio  regiment. 
Afterwards  he  devoted  himself  to  patent  law  with  such 
assiduity  as  to  win  from  Justice  Blatchford  this  tribute, 
that  he  was  the  "  best  patent  lawyer  in  the  United  States." 
As  an  appropriate  culmination  of  a  useful  career,  he 
served  as  United  States  Commissioner  of  Patents  under 
President  Grant,  effecting  a  complete  reorganization  of 
the  office  and  its  methods. 

Prior  to  Mr.  Heyer's  resignation  a  new  assistancy  had 
been  created,  to  which,  in  September,  1850,  Daniel  W. 
Howard,  a  graduate  of  the  Thirteenth  Class,  was  ap- 
pointed. Thus  was  commenced  one  of  the  longest  and 
most  popular  services  in  the  history  of  the  school.  Pro- 
fessor Howard  taught  in  a  number  of  fields  in  the  early 
part  of  his  career,  until  in  1863  he  was  appointed  to  the 
professorship  of  his  chosen  subject, — History, — and 
served  with  energy  and  zeal  until  his  retirement  in  1886. 
He  was  a  great  favorite  with  the  students  of  the  school, 
and  by  his  genuine  kindliness  and  approachableness  he 
served  as  a  good  friend  to  many  a  youngster  whose  first 
months  in  the  High  School  had  been  spent  in  fear  and 
trembling.  "  Alumnus/'  writing  in  1859,  says,  "  We 
have  never  met  with  a  pupil  of  the  High  School  who  had 
not  a  good  word  to  say  and  a  warm  place  in  his  heart 
for  Mr.  Howard." 

The  reorganization  of  the  course  of  study  in  1854 
added  German  to  the  list  of  languages,  and  Frederick  A. 
Roese,  who  had  been  giving  voluntary  and  gratuitous  in- 
struction to  special  students  for  two  years,  was  called  to 
the  chair.  He  was  a  profound  scholar,  deeply  versed  in 
his  native  literature,  and  as  a  teacher  produced  excellent 


n6  HISTORY   OF   THE 

results;  but  his  department  was  scarcely  established  be- 
fore, in  1856,  it  was  sacrificed  to  the  demand  for  re- 
trenchment in  the  cost  of  the  school. 

In  May,  1852,  Alexander  J.  MacNeill  was  appointed 
Assistant  in  Drawing  and  Writing,  and  after  a  year's 
service  was  promoted  to  the  professorship  in  those  sub- 
jects, in  succession  to  Professor  Becker.  He  was  a  man 
of  aesthetic  tastes,  and  when,  in  1854,  the  school  removed 
to  the  new  building,  in  which  a  room  had  been  specially 
prepared  for  instruction  in  drawing,  he  was  enabled  to 
advance  materially  the  work  under  his  charge.  His  con- 
nection with  the  school  covers  a  ten-year  period,  termi- 
nating in  September,  1862. 

When  Samuel  S.  Fisher  resigned  his  assistancy  there 
was  elected  to  succeed  him  one  who,  like  Fisher,  had  com- 
pleted a  full  four  years'  course  of  the  school  in  six  months 
less  than  the  prescribed  time, — George  Stuart.  He  en- 
tered the  Central  High  School  with  the  Twentieth  Class 
in  July,  1848,  and  was  graduated  from  the  school  in 
February,  1852,  having  been  enabled  to  complete  the 
course  in  three  and  a  half  years  on  account  of  his  high 
standing  in  scholarship.  He  at  once  entered  the  profes- 
sion of  teaching,  and  in  January,  1853,  he  became  an 
assistant  in  mathematics  at  his  Alma  Mater.  In  October, 
1856,  in  consequence  of  retrenchment,  he  left  the  school 
to  become  one  of  the  teaching  force  of  Haverford  Col- 
lege. It  was  there  that  he  was  first  associated  with  Dr. 
Thomas  Chase,  afterwards  president  of  the  College,  in 
co-operation  with  whom  he  prepared  the  Chase  and 
Stuart  series  of  Latin  texts  for  school  and  college  use,  a 
work  which  made  his  name  known  in  educational  circles 
all  over  the  land.  After  leaving  Haverford  he  taught 


CENTRAL    HIGH    SCHOOL  117 

in  Girard  College,  and  later  re-entered  public  school  life, 
serving  as  principal  of  the  Weccacoe  and  the  Hancock 
Grammar  Schools.  He  resigned  this  latter  position  in 
1866  and  accepted  a  professorship  of  Latin  in  the  Cen- 
tral High  School,  in  which  position  he  continued  for 
almost  thirty-one  years,  until  his  death  on  March  16, 
1897.  He  was  a  man  of  remarkable  linguistic  power, 
and  was  intimately  acquainted  with  fourteen  languages, 
including  Sanskrit,  Hebrew,  Syriac,  as  well  as  Greek  and 
Latin.  During  his  long  career  as  a  teacher  Professor 
Stuart  impressed  upon  the  youth  of  two  generations  the 
stamp  of  a  very  strong  and  noble  character.  He  was 
an  extraordinary  interpreter  of  the  Roman  mind  and  lan- 
guage, for  he  had  so  observed  the  gravity  of  the  Roman 
temper  that  it  appeared  in  all  that  he  did  and  said.  He 
had  all  the  Roman  passion  for  justice  and  equity,  as  ap- 
peared in  his  treatment  of  every  student  that  came  under 
his  care.  It  was  remarked  that  at  one  time,  when  mem- 
bers of  the  Faculty  computed  the  averages  of  the  students 
in  the  section  specially  assigned  to  their  charge,  he  was 
the  only  member  of  the  Faculty  who  would  work  out 
averages  to  the  third  and  even  to  the  fourth  decimal  place, 
in  his  desire  that  each  should  have  his  proper  grade.  He 
had  a  hearty  impatience  of  slovenly  and  scamped  work, 
and  his  teaching  of  Latin  was  a  lasting  lesson  in  habits 
of  accuracy  and  exactness.* 


* "  No  one  passed  under  his  teaching  without  acquiring  the 
highest  respect  for  him  as  a  man  and  a  teacher.  To  his  colleagues 
in  the  school  he  was  an  inspiration  to  fidelity,  promptness,  and 
thoroughness.  While  naturally  a  man  of  much  reserve  of  manner, 
he  showed  himself  of  truly  brotherly  nature  to  those  who  got  be- 
hind the  crust  and  knew  him  as  he  really  was.  His  older  asso- 


n8  HISTORY   OF   THE 

When  the  school  entered  its  second  building  in  1854 
the  Faculty  was  enlarged  by  the  addition  of  Zephaniah 
Hopper,  who  had  been  graduated  with  the  First  Class, 
and  who  was  destined  to  round  out  the  nineteenth  century 
in  the  service  of  public  education.  This  "  grand  old 
man"  has  been  teaching  in  the  schools  of  Philadelphia 
for  fifty-nine  years,  and  by  his  pre-eminent  merit  has 
won  special  honors  from  the  Board  of  Education.  His 
first  work  was  done  in  the  High  School  in  1842,  during 
his  last  term  as  a  student,  when,  as  a  member  of  Dr. 
Bache's  training  class  for  teachers,  he  taught  English  to 
the  lower  divisions  for  two  hours  each  week.  After 
graduation  he  taught  in  Frankford,  and  afterwards  he 
served  as  principal  in  a  boys'  secondary  school,  and 
also  in  the  Jefferson  Grammar  School,  where  his  fidelity 
and  genuine  ability  soon  attracted  attention  to  his  work. 
From  this  position  he  was  promoted  to  a  professorship 
in  English  at  the  High  School.  So  much  of  his  career 
is  bound  up  with  the  history  of  the  institution  that  special 
mention  of  his  work  seems  superfluous.  An  extract 
from  Professor  Hart's  welcome  to  him  as  the  new  mem- 
ber of  the  Faculty  has  added  significance,  since  almost 
half  a  century  has  elapsed  since  these  words  were  spoken. 
"  The  laurels  which  he  had  won  for  himself  there"  [at 
Jefferson  Grammar  School],  "  it  is  to  be  hoped,  are  only 
the  pledge  of  higher  achievements,  now  that  he  has  re- 
turned to  the  bosom  of  the  nourishing  mother,  who  has 
long  been  proud  to  acknowledge  him  as  one  of  her 
worthiest  sons." 

ciates  in  the  work  of  teaching  feel  that  his  death  has  taken  some- 
thing out  of  their  lives  that  cannot  be  replaced." — Robert  Ellis 
Thompson  in  The  Teacher,  April,  1897. 


CENTRAL   HIGH    SCHOOL  119 

In  the  year  before  the  removal  to  Broad  and  Green 
Streets,  Henry  S.  Schell  served  as  assistant,  but  resigned 
in  1854  to  take  up  the  study  of  medicine.  Contempora- 
neous with  Professor  Hopper's  appointment  two  assist- 
ants were  elected,  Dr.  Edward  W.  Vogdes  and  James  B. 
Fisher.  The  latter  served  from  1854  to  1858;  he  was  a 
great  favorite  with  both  Faculty  and  students,  and  was 
much  regretted  when  he  left  to  accept  the  principalship 
of  the  academy  at  Norfolk,  Virginia.  Dr.  Vogdes's  con- 
nection with  the  school  covers  a  period  of  thirty-three 
years,  until  death  ended  his  work.  For  four  years  he 
served  as  an  assistant,  until  in  1858  he  was  elected  to  the 
chair  of  Mental  and  Political  Science,  which  had  for- 
merly been  occupied  by  the  principal.  In  1879,  as  a 
result  of  the  resignation  of  Professor  Rhoads,  Dr. 
Vogdes  became  Professor  of  Belles-Lettres  and  Elocu- 
tion, in  which  position  he  served  until  his  death  in  1888. 
He  was  a  valued  member  of  the  Faculty,  serving  with  his 
best  efforts  the  school  where  his  father  and  himself  taught 
for  a  period  covering  half  a  century. 

In  his  teaching  of  Political  Economy  he  laid  great 
stress  on  the  practical  aspects  of  his  subject.  Once,  in 
order  to  illustrate  the  advantages  of  division  of  labor,  he 
selected  two  groups  of  boys,  and  gave  a  lot  of  envelopes 
and  paper  to  each.  In  one  group,  each  boy  was  to  fold 
the  paper,  put  it  in  the  envelope,  seal  and  direct  it.  In 
the  other  group,  one  boy  was  to  fold,  another  to  seal, 
a  third  to  direct.  The  rapidity  with  which  the  latter 
group  concluded  its  share  of  the  work  was  a  sufficient 
proof  of  the  theory. 

In  September,  1855,  Professor  E.  Otis  Kendall  re- 
signed to  accept  a  chair  in  the  University  of  Pennsyl- 


120  HISTORY    OF   THE 

vania.  In  order  that  the  work  in  mathematics  and 
astronomy,  so  important  to  the  intellectual  life  of  the 
school,  might  not  fall  into  incapable  hands,  the  High 
School  Committee  took  special  care  to  examine  the  ante- 
cedents of  the  applicants.  Its  report  considers  five,  in- 
cluding graduates  of  the  High  School,  Brown,  Dickin- 
son, and  other  colleges.  The  choice  fell  upon  James 
McClune,  a  graduate  of  Princeton,  who  had,  in  the  words 
of  President  MacLean,  "  no  superior,  if  an  equal,  in  his 
class."  He  had  equipped  himself  for  work  in  mathe- 
matics by  special  study  under  Albert  B.  Dod  and  Joseph 
Henry.  He  had  taught  in  the  public  schools  of  Philadel- 
phia, and  was  in  charge  of  a  country  academy  when  called 
to  the  High  School.  For  twenty-two  years  he  taught 
in  the  school,  where  his  career  forms  one  of  the  most  pic- 
turesque traditions.  He  was  a  man  of  great  breadth 
of  information,  and  prided  himself  upon  his  encyclo- 
pedic knowledge.  During  recess,  students  would  crowd 
around  him  with  a  wide  variety  of  questions  in  history, 
science,  religion,  etc.  Some  Alumni  have  stated  that 
they  derived  more  real  knowledge  from  these  chats 
than  from  any  definite  line  of  study;  others  look  back 
querulously  upon  an  instruction  that  certainly  lacked 
system. 

Of  course,  stories  about  Professor  McClune  grew 
apace.  One  of  his  first  classes  having  determined  to  rout 
him  by  an  unusual  test,  a  member  broke  off  a  piece  of 
curb-stone  and  took  it  to  him  with  a  question.  In  reply, 
he  gave  them  an  hour's  dissertation  upon  the  varieties  of 
quartz  rock.  Later  in  his  career  an  audacious  youngster 
found  in  the  basement  a  piece  of  antiquated  gingerbread, 
hard  as  the  rock  it  resembled.  He  took  it  to  McClune 


CENTRAL    HIGH    SCHOOL  121 

with  the  question,  "Professor,  what's  this?"  "That's 
five  notes"  was  the  oracular  and  not  undeserved  reply.* 

Charles  V.  MacManus  of  the  Thirty-fourth  Class  re- 
cords that  Professor  McClune  was  a  great  inspirer  of 
collections  in  minerals,  and  that  his  occasional  lectures 
upon  astronomical  subjects  led  one  of  his  classmates  to 
construct  an  amateur  telescope.  There  can  be  no  ques- 
tion as  to  the  suggestiveness  of  the  teaching  of  the  man 
whose  knowledge  was  so  broad  and  whose  spirit  was  so 
kindly. 

The  last  appointment  of  the  Hart  regime  was  that  of 
William  H.  Williams,  who  served  as  an  assistant  from 
1858  to  1859.  He  had  been  a  recent  graduate  of  the 
school,  but  his  teaching  career  was  too  brief  to  lead  to 
any  definite  results. 

These,  then,  were  the  factors  in  the  instruction  of  the 
school  during  the  sixteen  years  of  the  Hart  adminis- 
tration. While  in  some  cases  mistakes  were  made,  it 
may  truly  be  claimed  for  the  eleven  men  who  taught  in 
the  school  in  1842  and  for  the  twenty-five  who  were 
added  to  the  teaching  force  from  this  date  to  1858,  that 
they  represented  in  scholarship  and  teaching  power  a 


*  Professor  McClune  had  a  custom  of  devoting  the  last  portion 
of  his  hour  to  general  information,  and  when  the  recitation  was 
over  the  students  would  write  their  questions  on  the  blackboard. 
Naturally,  special  efforts  were  made  to  catch  the  teacher  napping. 
Once  R.  wrote  on  the  board  a  question  about  the  chrysalis  of  the 
Pamphylia  Satalicia.  McClune  grasped  the  situation,  and,  turning 
to  another,  said,  "  C.,  you  answer  that."  C.  responded,  "  I  cannot  do 
it,  professor,  but  I  can  ask  one."  Upon  permission  given,  he  wrote 
on  the  board,  "  Why  are  pedants  generally  the  most  ignorant  of 
people?"  Professor  McClune  gracefully  referred  the  question  to  R., 
but  received  no  response. 


122  HISTORY    OF   THE 

grade  of  ability  not  to  be  found  in  any  other  public 
school  of  the  country,  and  not  surpassed  by  the  aver- 
age college  or  university  faculty  of  that  time.  The  esti- 
mate of  them  which  prevails  among  their  pupils  has  been 
admirably  expressed  by  Hon.  Michael  Arnold  as  follows : 
"  Dear,  good,  and  worthy  men,  we  owe  them  a  debt  of 
gratitude  which  can  never  be  paid !  The  labors  of  a 
teacher  are  irksome  and  exhausting,  and  always  insuffi- 
ciently compensated.  We  make  no  sacrifice  and  do  but 
our  duty  when,  thinking  of  the  great  benefits  we  have 
derived  at  their  hands,  we  simply  say  that  we  acknowl- 
edge our  obligations,  and  merely  thank  them."  * 

*  Address  on  "  The  Administration  of  John  S.  Hart"  at  the  Semi- 
Centennial  Celebration  of  the  Central  High  School,  October  29, 
1888. 


CENTRAL   HIGH    SCHOOL  123 


CHAPTER    VII 

THE    HART    ADMINISTRATION 

ONE  of  the  greatest  services  which  John  S.  Hart  ren- 
dered to  the  High  School  was  outside  of  the  direct  school 
work.  He  saw  clearly  that  a  public  school,  dependent 
for  its  support  upon  an  annual  appropriation,  could  not 
thrive  properly  without  an  organized  public  sentiment  in 
its  favor.  In  later  years  this  support  has  been  given  by 
the  Associated  Alumni;  but  for  the  first  two  decades, 
when  the  very  existence  of  the  school  was  problematical, 
its  friends  were  won,  in  a  large  measure,  through  the  tact 
and  energy  of  the  early  principals.  Hart  wrote  for  the 
newspapers  and  so  secured  their  support  for  his  school. 
He  recommended  his  young  graduates  for  positions  in 
newspaper  offices.  One  of  his  intimate  friends  was  Jo- 
seph R.  Chandler,  a  prominent  journalist  of  the  city. 
When  the  advertising  columns  contained  such  announce- 
ments as,  "  Wanted,  young  man.  Graduate  of  Phila- 
delphia High  School  preferred/'  Hart  directed  attention 
to  this  fact  as  a  practical  evidence  of  the  value  of  a  High 
School  training. 

The  public  men  of  the  period  became  interested  in  the 
school.  Each  governor  of  the  Commonwealth,  from  1842 
to  1855,  visited  the  school,  inspected  its  workings,  ancT 
commended  its  plan  and  ideals.  The  ancient  minute- 
books  of  the  Faculty  record  that  in  succession  David  R. 
Porter  (1842),  Francis  R.  Shunk  (1845),  William  F. 


124  HISTORY    OF    THE 

Johnson  (1849),  William  Bigler  (1853),  and  James  Pol- 
lock (1855),  each  during  his  term  of  office,  and  usually 
with  the  State  executive  staff,  responded  to  Professor 
Hart's  invitation.  These  occasional  variations  in  the 
school  routine  are  wholesome  both  for  the  Faculty  and 
for  the  students,  for  they  help  to  impress  the  teachers  and 
pupils  with  the  idea  that  their  work  is  rated  highly  by 
the  world  of  affairs.  But  the  crowning  event  in  the 
school's  social  history  occurred  on  June  24,  1847,  when 
the  President  of  the  United  States,  Hon.  James  K.  Polk, 
the  Vice-President,  Hon.  George  M.  Dallas,  and  the  At- 
torney-General, Hon.  Nathan  Clifford,  honored  the  cause 
of  public  education  by  visiting  the  High  School  and 
addressing  its  students. 

Numerous  were  the  visits  of  educators  who  desired  to 
inspect  the  school  and  to  discover  the  secret  of  its  suc- 
cess. In  1855  a  committee  of  teachers  from  Lancaster 
reported  to  those  who  commissioned  them  that  in  their 
judgment  the  High  School  had  made  public  education 
a  success  in  Philadelphia,  with  the  result  that  within 
twenty  years  the  private  schools  were  practically  deserted. 
An  earlier  visit  had  been  made  by  James  P.  Wickersham, 
who  was  afterwards  to  win  a  national  reputation  as  an 
educator,  and  who  thus  commented  on  the  High  School : 
"  The  course  of  instruction  is  as  extensive  as  that  of  most 
colleges,  with  this  difference,  that  a  more  practical  busi- 
ness-like turn  is  given  to  it."  Even  in  England  favorable 
attention  was  aroused.  In  1845,  James  H.  Tuke  and 
Joseph  Crosfield,  two  educated  Englishmen  of  the  Society 
of  Friends,  spent  several  months  in  the  United  States 
investigating  school  systems.  Their  report  to  the 
Friends'  Educational  Association  was  printed  as  a 


CENTRAL    HIGH    SCHOOL  125 

pamphlet  of  thirty-one  pages,  of  which  more  than  one- 
third  was  devoted  to  the  Central  High  School.  It  ap- 
pealed to  them  as  an  institution  of  a  type  which  had 
helped  America  and  could  help  England.* 

One  reason  for  the  interest  of  educators  may  be  found 
in  Professor  Hart's  active  leadership  in  the  public  so- 
cieties of  the  time.  He  was  one  of  the  pioneers  in  the 
formation  of  the  American  Association  for  the  Advance- 
ment of  Education,  and  his  name  is  appended  to  the  call 
for  the  first  convention  in  1849.  He  counted  among  his 
associates  the  leading  men  in  the  great  struggle  for  public 
education, — Horace  Mann,  Henry  Barnard,  Thomas  H. 
Burrowes,  Alonzo  Potter,  and  other  friends  of  the 
schools.  He  was  esteemed  not  only  as  a  teacher,  but 
also  for  the  facility  with  which  his  pen  aided  in  the 
propaganda.  The  first  of  the  educational  magazines  of 
Pennsylvania,  The  Common  School  Journal  (1844),  was 
edited  by  him  during  its  one  year  of  life.  Nor  were  his 
efforts  confined  to  purely  professional  lines, — he  was  for 
a  time  one  of  the  editors  of  Sartain's  Union  Magazine, 
as  well  as  a  contributor  to  its  pages. 

His  energies  centred  in  the  High  School,  but  that  very 


*  "  We  see  in  it  four  hundred  boys  selected  from  all  classes  of 
society,  without  respect  to  rank  or  patronage,  whose  only  certifi- 
cate of  admission  is  superiority  of  talent  and  capacity  for  learning, 
— whose  only  certification  for  continuance  is  industry  and  good 
conduct.  Here  are  seen,  side  by  side,  the  child  of  the  judge  and 
the  child  of  the  laborer,  the  children  of  the  physician,  the  mer- 
chant, the  lawyer,  and  the  manufacturer,  in  the  same  class  with 
those  of  the  bricklayer,  the  carter,  the  cordwainer,  and  the  black- 
smith, studying  without  distinction,  under  masters  and  professors 
of  the  same  attainments,  in  halls  and  class-rooms  equalling  those 
of  many  of  our  colleges." — Extract  from  Report. 


126  HISTORY    OF   THE 

fact  led  him  to  take  a  keen  interest  in  the  general  educa- 
tional interests  of  the  city.  Noticing  the  zeal  with  which 
the  elementary  teachers,  in  most  cases  without  proper 
training  or  education,  strove  to  fulfil  their  duty,  he  urged 
upon  the  Controllers  to  establish  Saturday  classes  for 
teachers.  Prior  to  1844  the  High  School  observed  Satur- 
day as  a  working  day,  but  in  that  year  the  Controllers 
authorized  the  principal  to  suspend  the  sessions  of  the 
regular  school  and  to  institute  Saturday  classes  for 
teachers  and  other  young  women,  to  be  conducted  by 
the  Faculty  of  the  school.  This  was  the  commencement 
of  public  higher  education  for  women  in  Philadelphia. 
When  the  Girls'  Normal  School  was  opened  in  1848  these 
classes  became  less  of  a  necessity,  and  after  1851  they 
were  discontinued.  This  service  to  the  general  teacher- 
ship  justifies  the  claim  that  in  usefulness  Professor  Hart 
was  a  Superintendent  of  Schools,  as  was  his  predecessor, 
Dr.  Bache,  by  formal  appointment.  He  was  authorized 
to  examine  applicants  to  determine  their  fitness  for  the 
teachership ;  he  made  recommendations  concerning  'the 
elementary  course  of  study.  It  is  not  too  much  to  say 
that  every  part  of  the  system  felt  his  quickening  in- 
fluence. 

Nor  was  the  principal  of  the  school  the  only  one  of  its 
teachers  to  interest  himself  in  public  and  scientific  ac- 
tivities. The  records  of  the  American  Philosophical  So- 
ciety and  of  the  Franklin  Institute  are  replete  with  refer- 
ences to  reports,  etc.,  made  by  members  of  the  High 
School  Faculty.  Professor  Boye  was  one  of  the  founders 
of  the  American  Association  of  Geologists, — the  parent 
of  the  more  famous  American  Association  for  the  Ad- 
vancement of  Science.  The  public  had  reason  to  esteem 


CENTRAL   HIGH    SCHOOL  127 

highly  a  group  of  men  who  showed  such  a  helpful  in- 
terest in  the  scientific  life  of  the  nation. 

This  general  good  opinion  was  deepened  by  the  open- 
ness with  which  Professor  Hart  and  his  colleagues  con- 
ducted the  school.  There  were  no  mysteries,  either  as  to 
its  rules  or  its  methods.  Public  investigation  was  courted 
as  the  easiest  and  best  way  to  secure  public  approval. 
In  1843  tne  principal  suggested  to  the  High  School  Com- 
mittee that  a  board  of  literary  and  scientific  experts  should 
be  appointed  to  examine  the  pupils  in  place  of  the  private 
written  examination  previously  conducted  by  the  prin- 
cipal. The  proposition  was  at  once  accepted,  and  twenty 
of  the  most  prominent  citizens  of  Philadelphia  served 
on  the  Board.*  The  examiners  divided  into  eight  Boards 
and  spent  ten  afternoons  in  their  work.  They  were 
guided  by  a  syllabus  of  each  course  which  had  been  pre- 
pared by  the  instructor,  and  they  questioned  the  pupils 
orally  and  in  writing.  The  result  of  their  investigation 
was  announced  by  the  chairman  of  the  Board  (Dr.  Lud- 
low)  in  these  words :  "  The  High  School  has  only  to 
continue  its  present  career,  availing  itself  of  every  im- 
provement in  the  methods  and  means  of  instruction  which 
may  be  within  its  reach,  and  yearly  sending  forth  youths 
morally  and  intellectually  well  disciplined  into  the  busi- 


*  Alexander  Dallas  Bache,  LL.D.,  Robert  Bridges,  M.D.,  Hon. 
Charles  Brown,  Joseph  R.  Chandler,  Esq.,  George  R.  Graham,  Esq., 
Ezra  Holden,  Esq.,  William  E.  Homer,  M.D.,  Ovid  F.  Johnson, 
Esq.,  John  K.  Kane,  Esq.,  Rev.  John  Ludlow,  D.D.,  Morton  Mc- 
Michael,  Esq.,  S.  V.  Merrick,  Esq.,  William  K.  Mitchell,  M.D., 
Henry  Morton,  M.D.,  Joseph  C.  Neal,  Esq.,  Hon.  A.  V.  Parsons, 
Captain  Partridge,  R.  M.  Patterson,  Esq.,  Professor  Henry  Reed, 
and  Richard  Vaux,  Esq. 


128  HISTORY    OF   THE 

ness  occupations  of  life,  to  prove  a  source  of  blessing 
to  our  community  and  our  Commonwealth." 

But  the  support  which  at  first  was  given  querulously 
to  its  ideals  and  methods  developed  into  a  powerful  force 
through  the  devotion  and  the  useful  lives  of  its  Alumni. 
To-day,  if  any  argument  is  needed  in  favor  of  such  a 
school,  it  may  be  derived  from  the  careers  of  its  gradu- 
ates. After  1850  one  hears  much  of  this  conclusive  mode 
of  reasoning.  In  1856  a  city  councilman  (Knorr)  replied 
to  the  charge  that  the  money  spent  upon  the  school  had 
not  produced  adequate  results  by  describing  the  careers 
of  its  first  one  hundred  graduates,  sixty  of  whom,  he 
declared,  had  already  distinguished  themselves  in  literary, 
commercial,  scientific,  or  mechanical  lines.  The  standard 
form  of  business  advertisement  in  the  fifties  and  sixties, 
"  High  School  graduate  preferred,"  has  already  been 
mentioned.  But  perhaps  the  most  satisfactory  sign  of 
popular  appreciation  came  in  1850,  when  a  committee  of 
citizens  declared  upon  investigation  that  "  no  graduate 
of  the  Central  High  School  had  ever  been  arraigned  be- 
fore our  courts  on  a  criminal  charge,  and  that  no  pupil 
of  any  public  school,  who  had  passed  the  third  division 
of  a  grammar  school,  is  known  to  have  been  convicted;" 
and  at  a  later  period  this  statement  was  reiterated  by 
Hon.  William  D.  Kelley,  who  had  adequate  opportunities 
for  satisfactory  judgment. 

With  this  preliminary  account  of  the  impression  which 
the  High  School  and  its  teachers  were  making  upon  the 
civic  life,  the  details  of  its  internal  organization  may, 
perhaps,  be  more  willingly  followed. 

For  the  first  few  years  there  was  little  variation  from 
the  course  of  study  which  Dr.  Bache  had  planned.  With 


CENTRAL   HIGH    SCHOOL  129 

the  general  desire  to  bring  the  school  into  close  touch 
with  the  city,  there  was  established  in  1845  a  composite 
course  of  lectures  upon  the  local  environment.  Professor 
Rhoads  lectured  upon  the  history  of  Pennsylvania;  Mr. 
Kirkpatrick  and  Mr.  Heyer  considered  local  institutions 
in  order  to  familiarize  the  pupil  with  the  leading  features 
of  the  life  of  Philadelphia;  Professor  Hart  himself 
offered  a  course  of  lectures  upon  "  The  Public  Schools 
of  Philadelphia,"  in  the  preparation  of  which  he  read 
eight  thousand  pages  of  manuscript  reports  filed  at  the 
office  of  the  Board  of  Controllers.  Only  with  such  care- 
ful study  of  the  traditions  of  the  school  system  could  he 
count  himself  competent  to  lead  in  its  work.  In  the  same 
year  Professor  Hart  arranged  a  course  of  one  hundred 
lectures  on  the  "  History  of  English  Literature,"  to  sup- 
ply what  seemed  to  him  to  be  the  literary  deficiency  of 
the  curriculum.  :(  They  can  criticise  Homer  and  Virgil 
and  Cicero  and  Dante  and  Petrarch,  while  they  know 
nothing  really  of  Chaucer,  Spenser,  Pope,  and  Addison." 
It  is  in  the  report  in  which  these  courses  are  described 
that  the  first  positive  expression  of  the  collegiate  idea  is 
found.  The  attendance  at  the  school  was  then  in  excess 
of  four  hundred;  the  capacity  of  the  building  had  been 
reached,  but  the  demand  was  apparently  limitless.  He 
therefore  suggested  to  the  Controllers  that  elementary 
subjects  should  be  passed  down  to  the  grammar  schools, 
so  leaving  the  curriculum  free  for  advanced  studies.  The 
plan  was  carefully  considered,  but  it  was  not  until  1849 
that  the  Faculty  was  authorized  to  examine  applicants 
for  admission  in  United  States  History  and  Constitu- 
tion, Elements  of  Algebra  and  Mensuration,  in  addition 
to  Reading,  Spelling,  Writing,  Grammar,  Geography, 

9 


130  HISTORY    OF   THE 

and  Arithmetic,  the  time-honored  subjects  for  the  ele- 
mentary schools. 

Professor  Hart  justified  the  raising  of  the  standard 
by  an  argument  upon  which  all  progress  is  necessarily 
based :  "  The  Primaries  are  to  be  improved  by  elevating 
the  Secondaries ;  the  Secondaries  by  elevating  the  Gram- 
mar Schools;  the  Grammar  Schools  by  elevating  the 
High  School.  The  whole  system,  in  short,  is  to  be  im- 
proved by  every  part  rising  equally,  gradually,  and  con- 
stantly." 

Contemporaneous  with  this  advance  in  standard,  the 
Legislature,  in  an  act  approved  by  Governor  Johnson 
on  April  9,  1849,  conferred  upon  the  Controllers  the 
authority  to  grant  academic  degrees  in  these  words : 

"  SECTION  17.  That  the  Controllers  of  the  Public  Schools  of  the 
First  School  District  of  Pennsylvania  shall  have  and  possess  power 
to  confer  academical  degrees  in  the  arts  upon  graduates  of  the 
Central  High  School  in  the  City  of  Philadelphia,  and  the  same  and 
like  power  to  confer  degrees,  honorary  and  otherwise,  which  is 
now  possessed  by  the  University  of  Pennsylvania." 

When  this  act  was  considered  there  was  apparently  no 
question  as  to  the  educational  position  which  the  Central 
High  School  should  occupy.  It  was  established  for  the 
full  education  of  the  young  men  of  Philadelphia,  and  now 
that  it  had  passed  its  experimental  stage  the  school  was 
to  be  made  the  collegiate  capstone  of  the  educational  sys- 
tem. If  the  people  assumed  the  task  of  educating  them- 
selves, they  should  do  it  thoroughly.  The  Legislature 
did  its  work  with  a  full  knowledge  of  the  situation. 
Early  in  1849  a  committee  of  the  Legislature  visited  the 
school,  and  its  members  were  much  interested  in  the 
curriculum,  the  organization,  and  the  school  life.  The 


CENTRAL   HIGH    SCHOOL  131 

legislative  provision  was  offered  in  the  Senate,  as  an 
amendment  to  a  miscellaneous  bill,  by  Benjamin  Mathias, 
who  had  formerly  served  in  the  Philadelphia  Board  of 
School  Controllers  and  was  a  well-known  journalist  of 
the  city  (founder  of  the  Saturday  Chronicle).  This  bill 
passed  the  Senate,  and  was  taken  up  for  consideration 
in  the  House  of  Representatives  a  few  days  later,  when 
a  member  moved  to  amend  the  Senate  provision  by  ex- 
tending the  power  to  confer  degrees  to  all  of  the  school 
boards  of  the  State.  This  aroused  an  extended  discus- 
sion ;  but  it  was  finally  defeated,  and  the  Senate  amend- 
ment concurred  in,  by  a  vote  of  forty- four  to  thirty-seven. 
Such  was  the  origin  of  the  collegiate  position  of  the  school. 

The  course  of  study  was  now  broadened  by  the  intro- 
duction of  new  subjects.  General  History  was  strength- 
ened, Trigonometry,  Surveying,  Navigation,  Bookkeep- 
ing, Phonography,  Elocution,  and  Anglo-Saxon  were 
introduced.  The  practical  nature  of  this  curriculum  is 
evident,  and  it  justifies  the  theory  of  the  school,  that  it 
was  to  fit  for  life  and  not  for  an  institution  of  a  higher 
grade.  In  scientific  and  mathematical  studies  it  is  prob- 
able that  the  school  was  abreast  of  the  colleges  of  the 
day.  In  language  studies  it  could  not  cover  so  much 
ground,  for  the  study  of  other  languages  than  English 
was  not  commenced  until  the  pupils  entered  the  High 
School.  Until  the  introductory  work  in  the  foreign 
languages  is  taken  up  in  the  elementary  schools  the  High 
School  can  never  hope  to  attain  to  advanced  grade  in 
this  line. 

Some  of  the  subjects  of  the  curriculum  deserve  special 
consideration.  Professor  Hart  was  one  of  the  first  to 
recognize  the  importance  of  the  study  of  Anglo-Saxon 


132  HISTORY    OF   THE 

in  acquiring  a  thorough  knowledge  of  the  English  lan- 
guage. It  was  as  yet  almost  unheard  of  in  college  cur- 
ricula. In  the  previous  year  Harvard  had  introduced 
Anglo-Saxon  as  an  optional  subject,  but  it  is  probable 
that  the  High  School  was  the  first  American  school  to 
require  the  study  of  the  parent  form  of  the  English  lan- 
guage.* 

Hart's  course  in  Anglo-Saxon  commenced  with  the 
second  term,  and  covered  the  remaining  three  and  one- 
half  years  of  the  curriculum.  For  the  first  three  terms 
it  was  an  historical  and  interpretative  study  of  Old  Eng- 
lish Literature  from  Csedmon  to  Shakespeare.  Then  in 
D  was  commenced  the  Anglo-Saxon  Grammar,  with 
readings  from  the  authors;  the  texts  being  Klipstein's 
"  Saxon  Grammar"  and  his  "  Analecta."  It  is  to  be 
lamented  that  this  branch  found  so  little  favor  with  the 
Board  of  Controllers  that  it  was  given  scarcely  a  fair 
trial.  The  course  was  offered  for  but  four  years,  and 
in  1854  it  was  dropped  from  the  curriculum.  The  reason 
for  this  action  on  the  part  of  the  Controllers  will  be 
understood  by  the  student  of  local  history,  who  will  re- 
call that  the  period  of  Know-Nothing  agitation  was  not 
an  auspicious  time  for  the  advocacy  of  the  study  of 
foreign  languages,  f 

*The  first  mention  of  Anglo-Saxon  at  Harvard  is  in  the  cata- 
logue for  1849-50 :  "  The  Anglo-Saxon  Language  is  also  taught 
(to  those  who  desire  to  learn  it)  by  Mr.  Tutor  Child."  The  course 
was  probably  discontinued  after  a  few  years,  as  it  is  not  mentioned 
in  the  catalogue  for  1854.  Thomas  Jefferson's  plan  for  the  University 
of  Virginia  also  required  the  study  of  Anglo-Saxon. 

t  As  a  concluding  word  upon  this  interesting  educational  ex- 
periment it  may  be  well  to  notice  the  opinion  of  Professor  Hart's 
colleagues  on  the  subject.  In  1853  the  High  School  Committee 


CENTRAL   HIGH    SCHOOL  133 

The  study  of  German  was  a  consequent  step  in  the 
development  of  the  curriculum.  In  1852,  Professor  Roese 
offered  his  services  to  the  High  School,  and  for  two 
years  he  organized  and  conducted  volunteer  classes.  So 
great  was  his  success  that  in  1854  he  was  elected  to  a 
full  professorship  in  that  language;  but  although  the 
value  of  his  teaching  was  apparent  to  the  thoughtful,  it 
was  not  the  only  factor  in  the  case,  and  in  1856  Know- 
Nothingism  and  a  desire  for  retrenchment  brought  about 
his  resignation.  During  the  period  1850-54,  when  Pro- 
fessor Hart's  influence  was  at  its  height  and  his  ideals 
most  nearly  realized,  the  school  offered  courses  in  Latin, 
Greek,  French,  German,  Spanish,  and  Anglo-Saxon.  It 
has  been  suggested  that  this  record  is  not  surpassed  by 
any  college  of  the  period.  Of  course,  limitations  of  time 
prevented  the  degree  of  progress  attainable  in  those  in- 
stitutions which  required  that  the  elements  of  the  lan- 
guages should  be  mastered  before  admission.  Neverthe- 
less', the  teaching  was  thorough  in  quality,  and  that  is  far 
more  important  than  mere  quantity.  This  may  be  con- 
trasted with  the  course  of  study  in  1887,  when  but  Latin 
and  German  were  taught. 

Phonography  was  taught  in  the  Central  High  School 
from  1849  to  1862,  and  has  again  been  introduced  in 
the  Commercial  Course  in  1898.  Its  early  study  was 

asked  the  Faculty  to  give  an  opinion  as  to  the  value  of  the  study 
of  Anglo-Saxon.  A  special  committee  of  five  was  appointed  (Pro- 
fessor Rhoads,  chairman),  and  its  report  was  unanimously  in  favor 
of  the  continuance  of  the  study.  The  chief  argument  against  it 
was  that  the  boys  did  not  like  it;  the  conclusive  argument  in  its 
favor,  that  it  was  the  language  from  which  were  derived  two- 
thirds  of  our  English  words,  and  hence  must  be  studied  if  one 
would  acquire  a  thorough  knowledge  of  our  language. 


134  HISTORY   OF   THE 

due  to  special  circumstances  of  peculiar  interest.  The 
Pitman  system  was  first  published  in  1827,  and  after- 
wards in  an  improved  form  in  1845.  It  won  rapid  popu- 
larity in  America,  and  in  Philadelphia  a  phonographic 
society  was  formed  from  among  the  leading  citizens  to 
conduct  an  agitation  in  favor  of  a  subject  which  would 
add  so  much  to  business  efficiency.  Oliver  Dyer,  a  Pit- 
man enthusiast,  asked  permission  to  form  a  volunteer 
class  in  the  High  School,  and  in  1849  this  was  granted. 
He  taught  two  hundred  and  fifty  students  gratuitously 
for  one  term  out  of  school  hours,  and  with  such  marked 
success  that  the  next  year  it  was  made  a  regular  subject 
under  Professor  Kirkpatrick,  who  had  been  one  of  Dyer's 
pupils.  Professor  Hart  was  quick  to  recognize  the  strong 
points  of  the  study.  In  a  public  school  students  must, 
as  a  rule,  depend  upon  themselves  for  their  first  start 
in  life;  hence  the  curriculum  should  include  not  only 
the  studies  that  tend  to  general  mental  power,  but  also 
a  few  bread-winning  studies  which  will  help  the  gradu- 
ate to  obtain  a  position  as  soon  as  he  leaves  school. 

During  its  twelve  years  in  the  course  of  study  phonog- 
raphy was  bitterly  attacked  and  zealously  defended.  Its 
critics  asserted  that  it  made  bad  spellers  and  was  not 
educative,  etc.,  but  Professor  Hart  conducted  a  series  of 
experiments  to  refute  the  first  *  and  by  argument  rebutted 
the  latter  contention.  In  1854  it  was  proposed  to  drop 
the  study,  but  a  committee  of  citizens  protested  vigor- 
ously, and  an  investigation  was  conducted  by  which  some 

*  He  dictated  a  series  of  exercises  to  a  group  who  had  been 
taught  phonography,  and  to  a  younger  group  in  H  who  had  just 
entered  the  school,  with  the  result  that  the  mistakes  in  spelling  of 
the  latter  were  to  those  of  the  former  as  five  to  one. 


CENTRAL    HIGH    SCHOOL  135 

interesting  facts  were  brought  to  light.  The  report  of 
the  investigators  contains  a  letter  from  Professor  Hart, 
in  which  he  states  that  some  of  the  graduates  "  not  yet 
turned  of  twenty  are  now  making  more  money  by  pho- 
nography and  reporting  than  the  principal  of  the  High 
School,  after  having  given  himself  for  more  than  twenty 
years  to  his  profession."  He  summarizes  the  arguments 
in  favor  of  the  study  apart  from  its  bread-winning  power 
in  the  following :  "  It  aids  the  student  by  facilitating  the 
taking  of  lecture  notes  in  the  higher  work;  it  is  a  part 
of  general  education,  in  that  it  necessitates  habits  of  close 
attention,  and  requires  the  cultivation  of  the  ear." 

Many  illustrations  might  be  given  of  the  initial  success 
of  the  graduates  through  this  study.  When  Samuel  S. 
Fisher  was  in  A,  he  was  appointed  with  another  to  re- 
port an  important  law-case  involving  the  constitutionality 
of  the  Fugitive  Slave  Law,  in  which  Francis  Wharton, 
Esq.,  was  engaged.  This  eminent  lawyer  was  so  much 
pleased  with  Fisher's  report  that  he  at  once  invited  him 
to  study  law  in  his  office. 

For  many  years  the  Congressional  reporting  at  Wash- 
ington was  in  the  hands  of  High  School  graduates, — 
John  J.  McElhone,  the  Murphy  brothers,  James  B.  Sheri- 
dan, David  Wolfe  Brown,  and  R.  Alexander  West.  The 
first  wrote  in  1854: 

"  I  acquired  the  rudiments  of  Pitman  shorthand  at  the  High 
School,  and  afterwards  pursued  the  study  of  it  myself,  and  so 
successfully  that  in  a  year's  time  I  was  deemed  capable  of  a  place 
on  the  Union  Corps  of  Official  Reporters  for  the  Senate  of  the 
United  States,  though  only  turned  of  sixteen  years  of  age.  I 
assisted  in  reporting  the  proceedings  of  that  body  during  the  whole 
of  the  Compromise  Congress  in  1849-51.  Of  the  nineteen  official 
reporters,  four  are  High  School  scholars.  Murphy  has  met  with 


136  HISTORY   OF   THE 

the  same  success  that  I  have.  He  is  in  the  Senate  and  I  in  the 
House  of  Representatives.  I  have  no  hesitation  in  saying  that 
he  is  the  first  of  the  Senate  reporters  on  our  paper.  Young 
Sheridan  was  brought  here  at  the  commencement  of  this  session, 
and  put  in  the  Senate  to  learn  reporting.  It  would  seem  that  the 
day  is  not  far  distant  when  the  High  School  will  supply  the  Con- 
gress with  reporters,  as  it  does  the  Coast  Survey  with  clerks." 

When  the  school  moved  into  the  new  building  in  1854 
there  was  again  a  rearrangement  of  the  curriculum,  when 
Spanish  and  Greek  and  Anglo-Saxon  were  dropped  and 
the  Principal  and  Classical  courses  were  combined.  Hence- 
forth there  were  but  two  courses, — the  Principal  or  four- 
year  course,  and  the  Elementary,  which  covered  but  two 
years.  It  is  to  be  noticed  that  the  former  was  by  far 
the  most  popular,  and  was  taken  even  by  those  students 
who  expected  to  attend  for  but  two  years.  Two  years 
later  the  reduction  in  the  appropriation  caused  a  further 
curtailment  of  the  curriculum :  German  was  dropped  and 
the  Elementary  course  was  combined  with  the  Principal. 
Thenceforward,  practically  until  1888,  there  was  but  one 
course  of  study,  the  principle  of  election  being  sacrificed, 
and  the  two  languages,  Latin  and  French,  and  after  1866 
Latin  and  German,  were  taught  to  all  of  the  students. 
Certain  practical  subjects,  such  as  bookkeeping  and  arith- 
metic, hitherto  confined  to  the  Elementary  course,  now 
became  a  part  of  the  general  curriculum.  In  brief  sum- 
mary, then,  it  may  be  stated  that  until  1854  the  High 
School  expanded  in  many  directions;  its  course  was  im- 
proved and  strengthened  and  its  teachers  were  properly 
supported.  But  after  1854  politics  and  pettiness  began 
to  play  an  important  part  in  the  management  of  the  school, 
and  the  result  will  be  seen  in  the  discussion  of  its  history 
during  the  next  decade. 


CENTRAL   HIGH    SCHOOL  137 

The  government  of  the  school  was  quiet  and  harmoni- 
ous during  this  period,  and  the  internal  machinery  worked 
without  friction.  The  system  of  demerits  was  employed 
in  cases  of  misconduct,  and  the  number  of  demerits  from 
each  professor  was  subtracted  from  the  average  for 
scholarship,  the  result  being  the  general  average  in  that 
branch.  Consequently  there  was  the  strongest  possible 
inducement  for  good  behavior.  Each  morning  the  prin- 
cipal made  the  round  of  the  rooms  with  the  record  books 
of  each  section,  and  read  the  demerits  for  the  preceding 
day.  Thus  he  came  personally  in  touch  with  each  stu- 
dent of  the  school.  For  special  offences  a  professor 
might  summon  a  student  before  the  Faculty,  which  met 
on  Saturday  morning  (except  from  1844  to  1851,  when 
the  classes  for  teachers  were  in  operation,  and  after  1852, 
when  the  time  was  fixed  permanently  for  Friday  after- 
noon). These  weekly  meetings  of  the  Faculty  to  review 
the  rolls  and  to  consider  cases  of  discipline  continued 
from  1838  to  1888,  and  were  a  most  efficient  means  of 
developing  cohesion  in  a  large  and  growing  school.  The 
records  of  these  sessions  have  been  carefully  preserved, 
and  if  given  to  the  public  would  awaken  in  many  a  dis- 
tinguished Alumnus  memories  vivid  and  perhaps  un- 
pleasant. Throwing  in  the  corridors,  fighting,  occasion- 
ally cursing,  crowding  on  the  stairway,  and  bringing 
torpedoes  into  a  class-room  are  some  of  the  charges. 
Once  a  student  was  punished  with  twenty-five  demerits 
for  some  misdemeanor,  and  on  the  next  day  another  con- 
fessed to  the  offence.  Instantly  a  special  meeting  of  the 
Faculty  was  called  to  rectify  the  wrong.  If  a  student 
was  not  demerited  during  the  week,  his  good  conduct 
would  remove  those  acquired  in  preceding  weeks.  The 


138  HISTORY    OF   THE 

general  order  and  discipline  were  excellent,  and  while 
occasional  outbreaks  occurred,  they  may  be  attributed  to 
boyishness  rather  than  to  malice. 

In  1851  the  Board  of  Instructors  was  formally  organ- 
ized into  a  Faculty,  and  thenceforward  the  principal  was 
known  as  the  President  of  the  Faculty.  Rules  and  By- 
Laws  were  prepared  for  the  regulation  of  the  business. 
One  difficult  task  to  be  performed  by  the  Faculty  was 
the  selection  of  the  Commencement  speakers.  Usually 
there  was  a  competitive  oratorical  contest  in  which  the 
Faculty  heard  the  would-be  speakers  and  then  selected 
the  best.  In  1856  a  special  rule  was  adopted  whereby 
the  first  student  of  the  class  was  awarded  what  was  called 
the  honorary  address,  the  second  student  the  salutatory 
address,  and  the  valedictorian  was  selected  by  special  vote, 
and  was  supposed  to  be  the  best  speaker. 

The  school  day  commenced  at  8.45  A.M.,  when  the  stu- 
dents assembled  in  three  large  rooms,  one  on  each  floor, 
there  being  no  general  assembly  room  prior  to  1854. 
The  Bible  reading  was  conducted  by  the  principal  and 
two  other  members  of  the  Faculty.  At  first  Bibles  were 
distributed  to  students,  and  the  reading  was  responsive 
by  verses,  but  this  aroused  prejudice,  and  one  denomina- 
tion petitioned  that  the  students  of  their  faith  should 
be  permitted  to  use  Bibles  of  a  certain  edition.  As  a 
result  the  reading  was  thenceforth  the  function  of  the 
professor  alone.  The  six  hours  from  9  A.M.  to  3  P.M. 
were  divided  into  eight  working  periods  of  forty-five 
minutes  each.  One  of  these  was  devoted  to  recess,  which 
came  at  different  times  for  different  sections.  The  four 
upper  sections  (A,  B,  C,  D)  were  dismissed  at  1.30  P.M., 
E  and  F  at  2.15  P.M.,  while  the  first-year  students  (G 


CENTRAL    HIGH    SCHOOL  139 

and  H)  remained  until  3  P.M.  The  reason  for  the  varia- 
tion is  to  be  found  in  the  conclusion  of  the  Faculty  that 
the  older  students  were  better  able  to  study  for  them- 
selves and  to  pursue  independent  lines  of  reading  than 
those  who  had  just  entered  the  school;  hence  the  lower 
classes  were  given  one  or  two  study  periods  each  day 
in  the  school  building  under  the  supervision  of  the  Fac- 
ulty. 

The  summer  vacation  was  six  weeks,  extending  from 
the  middle  of  July  to  the  end  of  August.  In  1846  a 
proposition  was  carried  in  the  Board  of  Controllers  to 
shorten  this  holiday  by  two  weeks,  thus  concluding  the 
vacation  about  August  15.  This  caused  great  consterna- 
tion among  the  Faculty  and  was  equally  unpopular  with 
the  students;  a  vigorous  agitation  was  undertaken,  in 
which  it  was  argued  that  the  lads  needed  at  least  six 
weeks'  rest  after  their  assiduous  devotion  to  their  school 
work.  Naturally,  this  view  of  the  case  prevailed,  and 
the  Board  reversed  its  action. 

From  a  material  point  of  view,  the  important  change 
of  the  period  was  the  removal  of  the  school  from  Juniper 
Street  to  the  southeast  corner  of  Broad  and  Green  Streets. 
For  fifteen  years  the  first  building  served  its  purpose, 
but  as  the  neighborhood  became  more  and  more  filled  with 
business  houses,  the  noise  and  bustle  interfered  with  the 
school's  work.  There  was  need  of  room  for  growth.  In 
1851  the  playground  was  sold,  and  shortly  afterwards  it 
was  announced  that  the  Pennsylvania  Railroad  Company 
was  about  to  erect  a  depot  upon  an  adjoining  lot,  which 
would  make  the  Juniper  Street  property  undesirable  for 
school  purposes.  In  January,  1853,  therefore,  the  Con- 
trollers sold  the  site  and  building  to  the  railroad  company 


140  HISTORY    OF   THE 

for  forty-five  thousand  dollars.  With  a  portion  of  this 
money  (sixteen  thousand  dollars)  a  new  site,  ninety-five 
by  one  hundred  and  fifty  feet,  was  purchased  from 
Richard  Wister,  and  the  new  building  was  commenced. 

The  corner-stone  was  laid  May  31,  1853,  with  great 
ceremony,  in  the  presence  of  Controllers,  Faculty,  citi- 
zens, and  students.*  The  proceedings  opened  with 
prayer  by  the  Rt.  Rev.  Alonzo  Potter,  after  which  there 
were  addresses  by  Nathan  Nathans,  Esq.,  chairman  of 
the  High  School  Committee,  Professor  Hart,  George  M. 
Wharton,  Esq.,  Dr.  Robert  J.  Breckinridge,  of  Ken- 

*  The  box  deposited  in  the  stone  contained  the  following  articles : 
a  copper-plate  on  which  was  engraved 

CENTRAL   HIGH    SCHOOL. 

Corner-stone  laid  May  3ist,  1853.     Erected  by  the  Controllers 
of  the  Public  Schools  of  the  First  School  District  of 

PENNSYLVANIA. 

COMMITTEE   ON    PROPERTY, 

charged  with  the  erection  of  the  building. 

Benjamin  Baker,  Nathan  Nathans, 

Joseph  Cowperthwait,  James  Peters, 

Jacob  C.  Slemmer. 

COMMITTEE    ON   HIGH    SCHOOL. 

Nathan  Nathans,  George  M.  Wharton, 

Thomas  G.  Hollingsworth,       Harlan  Ingram, 

T.  K.  Collins. 

President — Daniel  S.  Beideman. 
Secretary. — Robert  J.  Hemphill. 

Also  the  city  daily  newspapers,  the  weekly  papers,  Graham's; 
Godey's,  and  Peterson's  Magazines;  the  coins,  nine  in  number; 
the  Reports  of  the  Board  of  Controllers  for  ten  years  past,  and 
other  educational  documents. 


CENTRAL    HIGH    SCHOOL  141 

tucky,  Hon.  John  C.  Knox,  of  the  Supreme  Court  of 
Pennsylvania,  Harlan  Ingram,  Esq.,  Hon.  William  D. 
Kelley,  and  Hon.  Thomas  B.  Florence.  Sickness  pre- 
vented the  attendance  of  Governor  Bigler. 

The  work  upon  the  building  was  pushed  vigorously; 
the  committee  in  charge  appointed  a  superintendent,  who 
directly  managed  the  construction,  there  being  no  main 
contractor.  In  about  thirteen  months  the  building  was 
ready  for  occupancy,  and  on  June  28,  1854,  it  was  for- 
mally dedicated  to  its  noble  work.  The  exercises  upon 
the  occasion  were  simple  and  yet  full  of  hope  and  promise. 
Rev.  P.  F.  Mayer,  D.D.,  conducted  the  devotional  exer- 
cises, after  which  there  were  eloquent  addresses  by  Rev. 
Henry  A.  Boardman,  D.D.,  and  by  Morton  McMichael, 
Esq.  It  was  of  happy  omen  that  the  latter,  who  in  1836 
had  been  one  of  the  committee  to  arrange  the  original 
plan  of  the  school,  should  have  been  present  to  wish 
God  speed  to  the  "  People's  College/' 

The  Controllers  and  the  Faculty  were  much  delighted 
with  the  new  building.  It  had  cost  for  site,  construction, 
and  furniture  about  seventy-five  thousand  dollars,  of 
which  three-fifths  was  secured  by  the  sale  of  the  old 
site  and  the  remainder  by  city  appropriation.  It  had  been 
constructed  with  special  view  to  service  as  a  school  build- 
ing, with  all  the  improvements  which  experience  could 
suggest.  In  1854,  Professor  Hart  read  a  description  of 
the  building  at  the  convention  of  the  American  Associa- 
tion for  the  Advancement  of  Education,  after  which  Hon. 
Henry  Barnard  stated  that,  so  far  as  his  knowledge  went, 
"  there  is  no  building  in  this  country  or  in  Europe  in 
which  the  now  recognized  principles  of  school  architec- 
ture are  so  thoroughly  carried  out." 


142  HISTORY   OF   THE 

Although  this  building  is  thoroughly  familiar  to  more 
than  two  generations  of  High  School  graduates,  yet  some 
of  its  features  may  be  mentioned.  The  walls  throughout 
were  built  hollow  to  prevent  dampness.  The  Observatory 
is  built  upon  two  piers  of  solid  masonry,  which  stand  iso- 
lated from  the  rest  of  the  structure,  being  enclosed  within 
the  walls  on  each  side  of  the  front  entrance.  The  class- 
rooms are  well  lighted;  the  stairways  are  broad,  so  as 
to  afford  ample  facilities  for  the  change  of  classes.  There 
are  fifteen  class-rooms,  an  assembly  hall  for  six  hundred, 
an  office  for  the  principal,  and  an  Observatory  and  base- 
ment rooms,  which  were  afterwards  fitted  up  for  labo- 
ratories. The  ventilating  system  had  been  planned  with 
unusual  care,  so  as  to  maintain  a  constant  current 
from  the  flues  to  the  ventiducts.  The  ceilings  are 
unusually  high  (twenty  and  sixteen  feet),  which  per- 
mitted a  large  volume  of  air  in  each  room.  These 
were  the  novelties  in  school  architecture  that  won  high 
commendation  in  1854,  but  which  ceased  to  be  modern 
in  1900. 

While  the  building  was  in  progress  the  school  con- 
tinued to  use  the  Juniper  Street  building,  but  by  the  terms 
of  the  deed  of  sale  a  large  rent  was  to  be  paid  if  posses- 
sion was  not  given  to  the  railroad  company  by  March  i, 
1854,  and  the  transfer  was  to  be  accomplished  by  June  i 
at  the  latest.  The  Controllers,  therefore,  decided  to  vacate 
April  1 6,  1854,  and  then  transferred  the  High  School  to 
temporary  quarters  in  the  old  Normal  School  building  on 
Chester  Street  above  Race.  This  building  was  not  well 
adapted  to  High  School  work,  and  Professor  Hart  re- 
ports, somewhat  pathetically,  that  discipline  and  instruc- 
tion were  much  impaired.  On  September  4,  1854,  the 


CENTRAL    HIGH    SCHOOL  143 

school  took  possession  of  its  new  quarters,  and  so  com- 
menced a  second  period  in  its  history.* 

The  public  had  great  expectations  of  the  school  now 
that  it  was  in  its  new  home,  and  the  first  sign  of  appre- 
ciation came  in  a  most  gratifying  form, — a  general  in- 
crease in  salaries  for  the  teachers.  Commencing  with 
354,  daily  declamations  before  all  of  the  students  became 
part  of  the  school  life.  In  the  first  building  this  was  not 
possible,  as  there  was  no  large  assembly  hall,  but  that  was 
now  remedied.  Professor  Hart's  custom  was  to  conduct 
the  opening  exercises  at  8.45  A.M.,  and  then  at  2  P.M., 
before  dismissal,  all  were  assembled  in  the  great  lecture 
hall  and  listened  to  declamations  and  occasional  orations 
from  students  of  the  upper  classes.  This  daily  prac- 
tice in  pubHc  speaking  before  a  large  audience  became 
one  of  the  important  features  of  the  work,  and  has  had 
much  to  do  with  the  success  of  the  Alumni  in  public 
life. 

It  is  to  be  regretted  that  the  abundant  promise  of  the 
year  of  the  new  building  met  with  but  a  scant  and  un- 
satisfactory fulfilment.  While  there  is  much  in  the  his- 
tory that  is  pleasant  to  contemplate  and  intensely  grat- 
ifying to  local  pride,  it  must  also,  be  recorded  that 
periodically  the  school  has  been  subjected  to  criticism, 
much  of  which  has  been  unfair,  and  to  attack,  which 
has  been  essentially  unreasonable.  Its  opponents  have 
followed  generally  one  of  two  lines  of  argument, — either 

*When  the  Juniper  Street  building  was  torn  down,  the  contents 
of  the  old  corner-stone  were  found  in  a  state  of  pulp.  Professor 
Boye  was  asked  to  analyze  the  mass  and  to  explain  the  reason  for 
the  decomposition,  and  his  report  to  the  Controllers  (1854,  Ap- 
pendix M)  is  most  interesting  from  a  scientific  point  of  view. 


144  HISTORY    OF   THE 

they  have  advocated  the  complete  abandonment  of  public 
higher  education,  on  the  ground  that  the  State  is  under 
no  necessity  to  provide  training  in  more  than  the  ele- 
mentary branches,  or  else  they  have  attacked  the  school 
as  extravagantly  conducted,  a  good  thing  in  theory,  but 
not  well  administered,  the  pet  foible  of  certain  Con- 
trollers who  have  unfairly  diverted  funds  from  the  ele- 
mentary schools  to  this  pretentious  hobby. 

These  criticisms  commenced  even  during  the  adminis- 
tration of  Dr.  Bache.  Because  he  was  Superintendent 
of  Schools  as  well  as  principal  of  the  High  School,  he 
was  personally  attacked  as  a  dual  office-holder,  and  sub- 
jected to  scathing  criticisms  from  writers  in  the  public 
press,  who  shielded  themselves  with  a  nom  de  plume.  It 
is  probable  that  these  semi-anonymous  articles,  as  indica- 
tive of  a  lack  of  popular  appreciation,  aided  in  bringing 
about  Dr.  Bache' s  resignation.* 

In  1845  the  bitter  political  struggles  began  to  affect 
the  school.  As  yet  the  party  lines  were  not  drawn  in 
the  Board  of  Controllers,  but  the  mischievous  system  of 
government  in  Philadelphia  required  that  the  Controllers 
should  estimate  the  expense  of  conducting  the  public 
schools,  and  then  apply  to  the  County  Board  for  the 
appropriation.  In  the  County  Board  for  this  year  the 
appropriation  to  the  High  School  was  carried  by  but  one 


*  In  Professor  Hart's  private  papers  there  was  found  a  scrap- 
book  entitled  "  Records  of  the  War  of  1842,  1845,  and  1856,"  which 
contained  clippings  of  news-letters  relative  to  these  attacks  upon 
the  school.  This  book  was  presented  by  Professor  J.  Morgan 
Hart  to  Mr.  Simon  Gratz,  of  the  Board  of  Public  Education,  who 
has  given  it  to  the  Archives  of  the  Associated  Alumni. 


CENTRAL    HIGH    SCHOOL  145 

majority,*  so  near  was  the  school  brought  to  an  early 
grave. 

Having  successfully  weathered  these  earlier  storms,  it 
must  have  been  comforting  to  the  management  of  the 
schools  to  know  that  in  some  cases  investigation  had 
made  friends  in  most  unexpected  quarters.  In  1850  a 
special  committee  of  four  was  appointed  by  the  County 
Board  to  report  what  retrenchments  could  be  made  in 
the  cost  of  the  school  system.  The  names  of  the  in- 
quisitors— Craig  Biddle,  Jesse  R.  Burden,  Thomas  K. 
Finletter,  and  Fayette  Pierson — sufficiently  indicate  the 
value  of  their  inquiry.  Their  report  examined  the  ideal 
of  the  public  schools,  and  reached  this  judgment,  that 
'  The  design  of  the  present  school  system  is  to  give  to 
every  one  who  desires  it  a  thorough  education  at  the 
common  expense, — an  education  similar,  if  not  superior, 
to  that  obtained  at  our  colleges  or  universities.  The  full 
course,  '  beginning  with  the  alphabet  and  ending  with  the 
differential  calculus/  is  fitted  for  the  child  and  suitable 
for  the  man."  They  reported  that  the  High  School, 
which  was  examined  with  special  thoroughness,  was  a 
democratic  institution  of  great  usefulness;  its  records 
showed  that  from  1838  to  1846  there  were  admitted 
twelve  hundred  and  sixty-nine,  of  whom  but  fourteen 
were  children  of  clergymen,  nine  of  lawyers,  and  twenty- 
one  of  physicians ;  they  therefore  dismissed  the  argument 
that  it  was  a  class  institution  with  the  caustic  comment, 
as  true  a  half-century  later  as  it  was  at  that  time,  that 
the  chief  complaints  about  the  school  seemed  to  come 

*  The  vote  was  nine  to  eight.     See  Public  Ledger,  September  18, 
1845- 

10 


146  HISTORY    OF    THE 

from  those  who  would  not  send  their  children  to  public 
schools  because  they  were  "  charity  schools."  Even  the 
scholastic  standing  of  the  school  was  inquired  into,  and 
the  report  of  the  committee  contains  a  synopsis  of  the 
course  of  study,  prefaced  with  the  statement  that  "  The 
qualifications  for  admission  are  rather  more  than  they  are 
at  West  Point  and  rather  less  than  at  Cambridge." 

But  the  main  problem  was  involved  in  a  question  that 
this  special  committee  put  to  representatives  of  the  Con- 
trollers,— whether  it  would  not  be  better  to  confine  the 
system  of  education  to  the  common  branches.  The  an- 
swer was  clear  and  decisive,  that  such  a  course  would 
be  a  grievous  error;  it  had  been  tried  from  1818  to  1836. 
The  consequence  was  that  there  was  no  stimulus  to  exer- 
tion from  either  scholars  or  teachers, — the  schools  lan- 
guished, were  odious,  were  stigmatized  as  poor  schools, 
and  the  people  could  not  be  induced  to  send  their  children. 
"  From  the  very  year  the  Controllers  enlarged  the  course 
of  studies  and  established  for  this  purpose  different  classes 
of  schools,  beginning  with  the  Primary  and  ending  with 
the  High  School,  the  system  began  to  find  favor  with  the 
community,  and  scholars  thronged  for  admission." 

The  year  1854  was  a  stormy  period  in  Philadelphian 
history.  To  signalize  appropriately  the  expansion  of  the 
High  School  a  general  increase  in  the  salaries  of  the 
Faculty  had  been  made,  and  this  centred  upon  the  school 
criticism  from  a  score  of  sources.  In  the  Board  of  Con- 
trollers the  school  was  fiercely  attacked,  and  the  principal 
was  charged  with  incompetency.  Religious  and  political 
differences  had  much  to  do  with  embittering  the  contest. 
In  March  an  act  was  introduced  into  the  Legislature  pro- 
viding for  a  division  of  the  school  fund  among  certain  re- 


• 


CENTRAL    HIGH    SCHOOL  147 

ligious  sects  which  maintained  schools.  While  this  never 
became  a  law,  its  mere  suggestion  was  repugnant  to  the 
citizens  of  Philadelphia,  and  led  to  agitation  and  un- 
reasonable strife.  The  great  Know-Nothing  victory  in 
the  mayoralty  contest  of  1854  led  to  some  apprehension 
lest  the  public  schools,  as  well  as  the  police  force,  should 
be  governed  by  Native  American  principles.*  Its  chief 

*  As  an  illustration  of  the  attitude  of  the  Know-Nothing  par- 
tisans these  two  curiosities,  copied  from  the  original  letters  in  the 
office  of  the  Board  of  Public  Education,  are  given: 

"  PHILMONT,  Aug.  i8th,  1854. 

"  To  THE  SCHOOL  DIRECTORS  OF  THE  PHILADELPHIA  PUBLIC 
SCHOOLS  :  Hearing  that  you  have  discharged  several  Teachers  on 
account  of  thier  views  in  religion,  I  thought  why  you  would  not 
be  in  wante  of  new  Teachers,  for  which  purpose  I  apply.  I  can 
teach  any  of  the  English  branches,  am  now  teaching,  but  would  like 
to  remove  to  that  section  of  the  country. 

"  Furthermore  I  am  a  native  born  American,  and  profess  no 
Catholic  Faith. 

"  For  references  apply,  etc. 

"Yours  ect. 

"R.  C." 

"  BROOKLYN,  Aug.  12,  1854. 

"  GENTLEMEN  :  I  see  by  a  despatch  in  this  morning's  papers  that 
the  good  work  has  begun  in  earnest,  and  that  there  is  a  prospect, 
in  your  city  at  least,  that  American  Schools  are  to  be  taught  by 
American  teachers. 

"  I  go  heart  and  hand  with  you  in  this  matter — for  I  am  '  Ameri- 
can born'  as  were  my  '  Parents'  and  '  Grandparents'  and  have 
been  an  '  American'  teacher  nearly  20  years.  I  am  now  occupy- 
ing a  place  every  way  agreeable,  but  if  in  supplying  the  places, 

those now  being  removed,  you  should  lack  material  of  the 

'  right'  stamp, — please  make  a  note  that,  I  stand  ready  to  accept 
a  call — though  under  other  circumstances  I  could  not  consent  to  take 
the  charge  of  a  public  school  in  the  city. 

"  Yours  for  the  Prot*  American  Cause, 

"  Respectfully, 

"  A.  C.  V.  E." 


148  HISTORY    OF   THE 

effect  upon  the  High  School  was  a  curtailment  of  the 
work  in  foreign  languages,  as  unnecessary  and  unprofit- 
able studies  to  the  American  youth.  As  might  have  been 
expected,  Anglo-Saxon,  the  most  purely  cultural  study 
in  the  course,  was  first  sacrificed,  but  that  did  not  end 
the  narrowing.  Anticipating  a  decreased  city  revenue, 
— a  forerunner  of  the  panic, — Councils,  in  their  desire  to 
retrench,  cut  three  thousand  dollars  from  the  High  School 
appropriation.  It  was  directly  charged  in  the  public  press 
that  this  plan  was  agreed  upon  at  a  Know-Nothing  con- 
ference between  leading  politicians,  in  which  one  of  the 
Controllers  urged  that  three  of  the  professors  in  the  High 
School  should  be  dismissed  because  they  taught  foreign 
languages,  German,  French,  and  Latin.  "  America  must 
be  more  Americanized,  and  teaching  these  languages  only 
kept  up  a  desire  for  things  foreign."  To  avoid  alarm, 
this  should  be  done  under  pretence  of  retrenchment  in 
expense.*  Afterwards  this  statement  was  softened  in  an 
editorial.  What  the  motive  may  have  been  cannot  now 
be  determined,  but  the  facts  are  that  the  High  School 
Committee  in  1856  proposed  to  meet  the  reduction  by 
dismissing  Professors  Roese  (German)  and  Haverstick 
(Latin)  and  Mr.  Stuart,  exactly  as  had  been  announced. 
Professor  Hart  opposed  such  a  slaughtering  of  the  cur- 
riculum, and  as  a  result  Latin  was  saved,  but  Professor 
Roese  and  Mr.  Stuart  resigned,  and  there  was  a  general 
reduction  in  salaries. 

That  all  this  political  business  was  repugnant  to  John 
S.  Hart's  finely  cut  nature  is  very  apparent.  He  was 
wearied  of  the  struggle.  His  old  friends  were  being 

*  The  Pennsylvanian,  December  20,  1855. 


CENTRAL    HIGH    SCHOOL  149 

forced  out  of  the  Board  of  Controllers ;  the  consolidation 
of  the  city  in  1854  had  resulted  in  a  more  thorough 
organization  of  the  political  machines,  and  positions 
hitherto  outside  of  partisan  consideration  were  becoming 
the  subjects  of  bitter  rivalry.  Of  the  twenty- four  Con- 
trollers who  served  in  1854-55,  but  three  remained  in 
1858-59,  and  the  leading  characteristic  of  the  new  ap- 
pointees was  an  intellectual  arrogance,  born  of  an  inti- 
mate acquaintance  with  the  machine.  The  principal  was 
fettered  by  all  sorts  of  conditions  and  regulations  that 
framed  him  in  on  every  side.  When  his  curriculum  was 
curtailed  and  the  efficiency  of  the  school  diminished,  he 
felt  that  the  time  for  a  change  had  come.  In  1856  the 
city  of  Philadelphia  saved  three  thousand  dollars ;  it  lost, 
eventually,  the  services  of  John  S.  Hart !  In  the  ten  years 
of  strife  and  jealousy  that  followed,  when  the  school  lost 
in  prestige  and  usefulness,  when  the  system  was  affected 
with  pettiness  and  partisanship  in  high  places  and  internal 
bickerings  and  dissension,  the  lesson  to  the  city  was 
taught  so  plainly  that  he  who  runs  may  read. 

When,  after  sixteen  years  of  loyal  and  successful  ser- 
vice at  the  High  School,  it  was  announced  that  Professor 
Hart  was  contemplating  resignation  there  was  universal 
protest  from  Faculty,  students,  and  Alumni.  Those  who 
were  most  in  touch  with  the  work  of  the  school  could 
best  appreciate  the  value  of  his  services.  In  1858  it  was 
proposed  to  him  by  Dr.  I.  Newton  Baker,  who  had  been 
a  student  of  the  Central  High  School  in  the  Twenty- 
sixth  Class,  and  had  left  the  school  five  years  before 
this  time,  that  he  should  enter  the  service  of  the  Ameri- 
can Sunday-School  Union  and  become  the  editor  of  its 
periodicals.  That  this  work  appealed  to  a  man  whose 


150  HISTORY   OF   THE 

service  both  as  a  teacher  and  as  a  Christian  leader  was 
well  known  to  the  community  was  evident,  and  yet  it  is 
probable  that  Professor  Hart's  best  friends  as  well  as  the 
members  of  his  own  family  protested  against  his  retire- 
ment from  public  work.  On  October  29,  1858,  at  a  special 
meeting  of  the  Faculty  of  the  Central  High  School,  Pro- 
fessor Hart  announced  his  resignation.* 

The  regret  of  the  Faculty  was  sincere  and  lasting. 
Professor  Vogdes  assumed  the  general  conduct  of  the 
school,  and  two  weeks  later  was  appointed  acting  princi- 
pal by  the  High  School  Committee.  In  the  mean  time 
Faculty  and  students  prepared  for  a  fitting  farewell  to 


*  "  CENTRAL  HIGH  SCHOOL, 
"  PHILADELPHIA,  October  29,  1858. 

"  To  THE  FACULTY  OF  THE  HIGH  SCHOOL. 

"  GENTLEMEN, — I  have  this  day  transmitted  to  the  Controllers  of 
the  public  schools  my  resignation  as  principal  of  the  High  School 
for  the  purpose  of  entering  upon  the  service  of  the  American  Sun- 
day-School Union.  My  duties  in  the  latter  place  will  begin  on  the 
first  of  November,  but  I  shall,  if  such  be  the  pleasure  of  the  High 
School  Committee,  continue  to  give  daily  a  portion  of  my  time  to 
the  superintendence  and  government  of  the  school  until  my  suc- 
cessor is  appointed. 

"  The  resolution  which  I  now  make  known  to  you  has  not  been 
suddenly  formed,  but  has  been  in  contemplation  for  several  months. 
That  the  announcement  of  it  should  be  so  abrupt  has  arisen  from 
circumstances  which  I  could  not  control. 

"  In  the  interval  about  to  occur  before  the  appointment  and  acces- 
sion of  my  successor,  I  shall  leave  the  school  whenever  I  may  hap- 
pen to  be  absent  in  the  charge  of  Professor  Vogdes  as  senior  pro- 
fessor. 

"  With  sentiments  of  profound  regard,  the  growth  of  long  years 
of  service  in  a  common  cause,  I  remain,  gentlemen, 
"  Most  sincerely  and  truly, 

"  Your  friend  and  obedient  servant, 

"  JOHN  S.  HART." 


CENTRAL    HIGH    SCHOOL  151 

one  who  was  truly  loved  and  whose  services  to  the  school 
had  been  of  very  great  value.  The  following  resolutions 
were  adopted  by  the  Faculty  at  a  special  meeting  of 
November  5,  and  were  suitably  engrossed  and  presented 
to  Professor  Hart : 

"  Resolved,  That  we  have  learned  with  deep  regret  that  Professor 
John  S.  Hart  has  resigned  his  situation  as  principal  of  the  Central 
High  School; 

"  Resolved,  That  while  the  untiring  industry,  the  extended  learn- 
ing, and  the  uncommon  administrative  ability  of  Professor  Hart 
have  gained  for  the  High  School  the  elevated  position  it  now  occu- 
pies, his  studied  kindness,  urbanity,  and  consideration  for  the  wel- 
fare of  all  have  acquired  for  him  the  sincere  esteem  and  affectionate 
regard  of  the  Faculty; 

"Resolved,  That  Professor  Hart  bears  with  him  our  best  wishes 
for  his  future  success  and  happiness,  and  our  hope  that  his  useful- 
ness to  society  may  be  no  less  in  his  new  sphere  than  it  has  been  in 
that  he  is  now  leaving." 

On  December  3,  1858,  came  the  official  parting.  At 
noon  the  Faculty  and  students  assembled  in  the  lecture- 
room  for  the  purpose  of  presenting  to  the  late  prin- 
cipal a  suitable  memorial  of  esteem.  Several  members 
of  the  Board  of  Education  as  well  as  other  educators  were 
present.  Professor  McMurtrie  addressed  the  pupils  and 
the  friends  of  the  institution  upon  the  occasion  which 
had  brought  them  together  to  bid  an  affectionate  farewell 
to  one  who  for  over  sixteen  years  had  been  at  the  head  of 
the  Central  High  School.  George  Alfred  Townsend, 
a  pupil  of  Class  C,  then  delivered  a  very  appropriate  and 
original  valedictory  poem.  Three  days  before,  at  a  mass- 
meeting  of  the  students  of  the  school,  a  series  of  resolu- 
tions had  been  adopted.  These  were  properly  engrossed 
in  the  clear  Spencerian  hand  of  the  chairman  of  the  meet- 


152  HISTORY    OF    THE 

ing,  Joseph  R.  Rhoads,  and  certified  by  Alexander  P. 
Brown,  secretary,  and  were  now  read  by  the  chairman. 
Then  followed  Joel  Cook,  Jr.,  who,  on  behalf  of  the 
pupils,  presented  a  set  of  silver  to  the  retiring  teacher. 
The  plate  included  a  massive  salver,  pitcher,  and  a  pair 
of  goblets,  richly  chased  and  of  a  unique  and  artistic  pat- 
tern. Upon  the  salver  was  engraved  a  representation 
of  the  first  and  second  High  School  buildings,  while  in 
the  centre  the  name  of  "  John  S.  Hart"  was  placed.  The 
undergraduate  address  is  reported  as  having  been  de- 
livered with  much  feeling,  and  was  as  follows : 

"  GENTLEMEN, — You  are  here  to-day  to  witness  the  parting  of 
friends, — a  teacher  is  about  to  be  separated  from  his  scholars.  The 
Central  High  School  is  to  lose  an  efficient  principal.  A  man, 
whose  reputation  and  that  of  his  school  have  grown  up  together, 
is  about  to  leave  the  scene  of  his  labors  and  repair  to  another  field. 
You  are  here  to-day  to  see  that  the  same  feelings  actuate  boys 
which  actuate  men.  That  a  long  career  of  unexampled  perse- 
verance, patience,  and  devotion  can  command  at  their  hands  the 
same  gratitude  as  it  does  from  their  fathers.  And  you  are  here 
now  to  witness  the  performance  of  that  last  kindly  act  which, 
when  done,  will  sever  the  official  connection  between  Professor 
Hart  and  the  Central  High  School  forever. 

"  Professor  Hart,  it  is  not  to  be  supposed  that  you  and  your 
school  are  to  part  with  each  other  without  some  regrets;  and  still 
further  is  it  from  belief  that  the  school  system  of  Philadelphia  is 
to  lose  one  of  its  best  aids  and  supports  without  some  slight  ex- 
pression on  its  part  of  the  extent  of  the  loss.  More  than  sixteen 
years  ago  did  you  come  to  the  High  School.  Then  elected  its 
principal,  you  have  held  that  office  ever  since.  Under  your  efficient 
superintendence  the  school  has  prospered.  It  has  by  its  merits 
acknowledged  your  presence.  It  has  been  more  and  more  adapted 
to  the  wants  of  the  public,  and  has  become  less  and  less  a  burden 
to  them.  Its  expenses  have  been  lessened.  Everything  connected 
with  it — learning,  proficiency,  or  expense — has  been  rendered  more 
and  more  satisfactory  to  the  public,  those  who  are  the  most  inter- 
ested, and  if  they  were  disposed  to  look  and  find  out  at  whose  door 
to  lay  their  thanks  they  would  not  have  far  to  go. 


CENTRAL    HIGH    SCHOOL  153 

"  A  scholar  is  generally  supposed  to  be  on  bad  terms  with  his 
teachers,  and  to  dread  them  as  he  would  the  fire,  but  in  your  case 
it  has  been  different.  In  you  the  student  has  found  a  friend  and 
counsellor.  In  success  or  misfortune  he  has  alike  looked  upon  you 
for  advice  and  support.  When  his  happiness  knew  no  bounds,  and 
in  the  transports  of  his  joy  he  has  been  liable  to  forget  those  little 
proprieties  which  go  so  far  to  make  life  agreeable,  one  word,  one 
look,  even,  from  you  would  restore  him  to  his  wonted  gravity. 
When  the  scholar  was  disgraced,  ashamed  of  himself  and  of  his 
teachers,  when  his  classmates  derided  him  and  preceptors  had  lost  all 
confidence  in  him,  when  hope  everywhere  else  was  gone,  he  would 
fondly  look  upon  you,  sure  of  good  and  wise  counsel.  My  dear 
sir,  you  hardly  know  of  the  love  and  respect  which  is  felt  for  you 
in  this  school;  it  takes  a  great  occasion  to  develop  it;  but  when 
one  comes,  then  do  you  feel  it,  and  in  your  consciousness  of  having 
deserved  it,  almost  say  to  yourself,  '  Why  did  I  ever  leave  the  High 
School?' 

"I  now  come  to  the  last  part  of  my  duty,  and  it  is  a  part  upon 
the  performance  of  which  I  cannot  look  with  pleasure.  It  is  to 
sever  the  last  tie  which  binds  you  to  the  High  School.  It  is  to 
proffer  to  a  departing  teacher  some  slight  expression  of  the  re- 
spect of  his  scholars.  To  present  him  with  a  memento, — a  mark 
of  remembrance, — and  in  doing  so,  to  request  him  not  to  forget  its 
donors.  Professor  Hart,  let  me  present  to  you,  in  the  name  of 
those  present,  this  slight  gift,  and  may  the  love  with  which  it  is 
received  be  the  only  thing  which  equals  that  in  which  it  is  given. 
It  is  a  tribute  freely  given.  A  tribute  to  worth,  knowledge,  excel- 
lence, and  devotion.  We  are  here  to-day  to  part  with  you  and  to 
bid  you  farewell.  Think  not  that  you  have  toiled  sixteen  years  for 
nothing.  If  you  have  gained  nothing  else,  you  have  at  least  gained 
the  love  and  respect  of  the  High  School  boy,  and,  boy  though  he  is, 
he  has  as  large  a  heart  and  as  whole  a  soul  as  any  one  in  ex- 
istence." 

Professor  Hart's  response  was  most  touching.  He 
prefaced  his  official  farewell  with  the  intimation  that  if 
it  were  possible  for  anything  to  shake  his  determination 
to  leave  his  work  as  a  teacher  for  the  field  of  journalism, 
it  would  be  the  spontaneous  kindness  of  so  many  of  his 
former  pupils.  Then  in  feeling  phrase  he  briefly  reviewed 


154  HISTORY    OF   THE 

his  career  at  the  High  School,  with  a  few  suggestions  as 
to  the  proper  attitude  of  an  alumnus  towards  his  Alma 
Mater.  A  few  paragraphs  may  be  most  appropriately 
given  from  this  valedictory : 

"  I  can  say  with  entire  truth,  and  I  say  with  a  most  profound 
emotion  of  thankfulness,  that  from  all  that  large  number  of  young 
men  in  my  sixteen  years  of  service  I  have  met  with  but  one  in- 
stance of  direct  and  open  disobedience.  It  has  been  occasionally 
my  wont  when  a  class  was  about  to  graduate  to  call  them  into  my 
room  just  at  twilight  on  the  evening  of  the  day  before  Commence- 
ment and  there,  laying  aside  for  a  few  moments  my  official  char- 
acter, to  take  them  all  severally  by  the  hand  and  to  address  them 
a  few  words  of  friendly  counsel,  not  as  the  principal  of  the  school, 
but  as  a  man  addressing  his  fellows.  Such  an  occasion  when  both 
professors  and  pupils  were  away — when  those  halls,  ordinarily  so 
teeming  with  life  and  bustle,  were  profoundly  quiet,  when  there 
was  nothing  to  distract  and  nothing  to  intrude — seemed  to  be  pecu- 
liarly appropriate  for  a  friendly  communion  of  things  into  which 
a  stranger  entereth  not. 

"  The  solitary  act  of  disobedience  which  has  been  mentioned 
occurred  more  than  eight  years  ago,  and  by  a  singular  coincidence 
only  yesterday  I  received  a  letter  from  the  young  man  referred  to, 
now  a  student  of  theology  in  another  State,  recalling  in  terms  of 
almost  girlish  endearment  and  affection  the  recollection  of  our  past 
relations,  and  after  reminding  me  of  the  parting  scene  with  his 
class  on  the  evening  before  he  graduated,  saying  that  he  traced 
distinctly  his  first  religious  emotions  and  his  present  position  as  a 
candidate  for  the  ministry  to  what  took  place  in  that  parting  inter- 
view, thanking  God  for  the  care  and  fidelity  which  had  been  exer- 
cised over  him  while  a  boy  in  the  Philadelphia  High  School." 


"  I  could  have  wished,  my  young  friends,  to  part  with  you  sever- 
ally, class  by  class,  in  the  same  private  manner  in  which  I  parted 
with  his  class.  But  your  wishes  have  been  otherwise,  and  I  have 
acquiesced.  Public,  however,  as  the  occasion  is,  there  are  a  few 
things  which  I  must  needs  say  to  you  on  this,  the  last  occasion  on 
which  we  shall  ever  meet  as  principal  and  pupils. 

"  Not  until  the  age  of  the  oldest  among  you  is  more  than  doubled 


CENTRAL    HIGH    SCHOOL  155 

will  you  understand  the  eager  interest  with  which  an  instructor 
of  youth  watches  the  intelligent  development  of  his  pupil.  Deeper 
even  than  that  feeling,  farther  within  the  very  penetralia  of  his 
heart,  is  the  emotion  which  arises  when  he  sees  ingenuous  youth 
not  only  maturing  knowledge,  but  gradually  acquiring  a  nicer  sense 
of  personal  honor, — when  he  sees  the  rude  becoming  decorous,  the 
rough  and  boisterous  becoming  gentle  and  gentlemanly,  the  frivo- 
lous becoming  sedate  and  earnest, — when  in  that  he  sees  evidence 
of  moral  days,  greater  even  than  the  intellectual  ones, — when  he 
sees,  moreover,  in  connection  with  this  steady  intellectual  and  moral 
improvement  a  generous  and  almost  chivalrous  attachment  towards 
the  institution  where  it  has  been  received,  mingled,  it  may  be,  with 
some  feeling  of  kindness  towards  himself." 


"  Not  only  stand  up  for  High  School  boys  wherever  you  meet 
them,  but  stand  up  for  the  High  School.  Let  it  be  understood, 
wherever  you  are  known,  that  whoever  traduces  the  People's  Col- 
lege traduces  you.  You  need  not  insult  him.  You  need  not  get 
out  of  temper.  You  need  not  say  or  do  anything  indecorous  or 
ungracious.  But  you  can  let  it  be  understood,  without  impropriety, 
that  that  man,  whoever  he  is,  lowers  himself  in  your  estimation 
who  does  anything  to  malign  or  injure  the  High  School,  or  who 
tries,  by  a  miscalled  economy,  to  embarrass  the  operations  of  that 
noble  system  of  public  schools  of  which  the  Central  High  School 
is  the  crowning  glory."  * 

This  farewell  of  the  teacher  so  highly  esteemed  made 
a  very  deep  impression  not  only  upon  the  students  pres- 
ent, but  also  upon  him  who  was  the  subject  of  the  greet- 
ing. Professor  Hart  kept  by  him  in  his  private  papers 
the  resolutions  adopted  by  students  and  Faculty,  together 
with  a  copy  of  Joel  Cook's  farewell  address.  Forty 
years  after  this  event  these  papers  were  transferred  by  his 
son,  Professor  J.  Morgan  Hart,  of  Cornell  University, 
to  the  Associated  Alumni  of  the  Central  High  School, 
and  now  they  are  deposited  with  its  archives. 

*  This  address  was  reported  phonographically  by  the  students. 


156  HISTORY   OF   THE 

The  career  of  Professor  Hart  after  he  left  the  Central 
High  School  is  not  directly  concerned  with  this  narrative. 
For  two  years  he  remained  with  the  Sunday-School 
Union,  and  during  that  time  he  took  an  active  part  in 
planning  The  Sunday-School  Times,  of  which  he  was  the 
first  editor,  and  with  which  he  continued  until  1871. 
His  interest  in  Sunday- School  work  was  very  great,  and 
had  been  strengthened  by  his  personal  experience  as 
superintendent  of  a  large  Sunday-School  in  Philadelphia. 
Indeed,  many  critics  have  concluded  that  his  influence  was 
paramount  in  systematizing  the  principles  and  methods 
of  teaching  the  Bible  in  Sunday-Schools.  In  1862  he  was 
called  to  Trenton  to  serve  as  principal  of  the  State  Nor-' 
mal  School  of  New  Jersey.  In  1872  he  was  elected  Pro- 
fessor of  Rhetoric  and  English  Literature  at  Princeton. 
Two  years  later  he  retired  from  active  teaching  and  re- 
turned to  Philadelphia  to  devote  himself  to  private  liter- 
ary pursuits.  His  death  was  caused  by  a  sad  accident, 
due  in  large  measure  to  his  kindly  interest  in  young  men. 
On  January  23,  1877,  on  a  cold  winter  evening,  he  had 
been  out  to  return  to  a  young  writer  a  manuscript  which 
he  had  taken  pains  to  correct.  On  his  way  home  he 
slipped  and  fell  on  an  icy  pavement  near  his  residence  in 
this  city,  228  South  Broad  Street,  fracturing  his  hip  and 
perhaps  receiving  internal  injuries.  A  few  days  later  he 
sank  into  a  state  of  semi-consciousness,  and  continued 
gradually  to  fail  until  Monday  morning,  March  26,  when 
he  died. 

Professor  Hart  was  actually  engaged  in  teaching  for 
more  than  forty  years,  having  had  under  his  personal  in- 
struction more  than  seven  thousand  pupils.  He  was  emi- 
nent as  a  writer,  as  an  editor,  as  a  literary  critic,  and  espe- 


CENTRAL    HIGH    SCHOOL  157 

cially  as  an  educator.  Through  his  text-books  and  his 
essays  upon  the  theory  and  practice  of  teaching  he  reached 
uncounted  thousands  who  never  saw  or  heard  him.  His 
influence  upon  young  men  was  especially  noteworthy. 
The  Alumni  who  attended  the  Central  High  School 
during  his  incumbency  received  a  definite  impression  of  a 
strong,  healthy,  vigorous  nature,  sweet  in  its  refinement, 
genuine  in  its  culture.  He  was  especially  interested  in 
matters  .concerning  the  spiritual  life.  For  many  years  he 
made  it  a  practice  to  present  to  each  graduate  of  the 
Central  High  School  a  copy  of  Mcllwain's  "  Evidences 
of  Christianity." 

The  editor  of  The  Sunday-School  Times  concludes  his 
biography  of  the  founder  of  that  journal  with  these 
words,  "  They  that  be  teachers  shall  shine  as  the  bright- 
ness of  the  firmament,  and  they  that  turn  many  to  right- 
eousness as  the  stars  forever  and  forever." 


158  HISTORY    OF    THE 


CHAPTER    VIII 

RECOLLECTIONS  AND  REMINISCENCES 

THE  only  satisfactory  test  of  the  work  of  a  great  city 
school  is  the  character  of  its  product.  If  its  gradurates  are 
men  of  brains,  with  the  ability  and  the  desire  to  live  in- 
dustrious and  useful  lives,  if  in  their  after-careers  they 
acknowledge  the  benefit  of  their  schooling  and  find  in  it 
a  material  reason  for  their  success,  then  certainly  such  a 
school  is  justified  by  its  fruits.  To  a  signal  degree  this 
has  been  true  of  the  Central  High  School. 

In  order  that  the  evidence  may  be  at  first  hand  we  will 
quote  from  the  testimony  of  four  former  students,  all 
of  whom  lived  in  Philadelphia  in  their  youth,  but  after- 
wards achieved  distinction  in  other  places  and  along  four 
widely  different  lines. 

Henry  George,  journalist  and  economist,  received  his 
last  schooling  in  the  Central  High  School.  He  entered 
on  February  5,  1853,  and  left  on  June  20  of  the  same 
year,  so  that  he  obtained  but  a  taste  of  what  the  school 
had  to  give.  His  interest  was  probably  in  the  affairs  of 
the  world,  even  at  the  age  of  fourteen,  for  his  son  writes 
that  he  did  not  think  that  he  learned  much  at  the  High 
School,  as  for  him  "  it  was  idle  and  wasted  time." 
Among  his  classmates  were  Theodore  Cramp,  ship- 
builder ;  George  Eldredge,  book-publisher ;  Robert  Glen- 
denning,  banker ;  J.  Morgan  Hart,  professor  at  Cornell ; 
Dr.  Bushrod  W.  James,  scientist  and  author;  David  H. 


CENTRAL    HIGH    SCHOOL  159 

Lane,  leader  in  public  affairs;  Simon  A.  Stern  and  W. 
Nelson  West,  lawyers;  General  Gustavus  W.  Town  and 
Colonel  William  A.  Wiedersheim,  heroes  of  the  Civil 
War.  Four  years  among  lads  of  such  promise  might 
have  yielded  abundant  return  even  to  so  acute  an  intelli- 
gence as  that  of  the  founder  of  the  Single  Tax. 

One  of  the  most  eminent  Alumni  of  the  High  School 
in  public  life  is  Hon.  Charles  F.  Manderson,  for  twelve 
years  United  States  Senator  from  Nebraska,  President 
pro  tern,  of  the  Senate  in  the  Fifty-first  Congress, 
brigadier-general  in  the  army  of  the  United  States,  and 
president  of  the  American  Bar  Association  in  1900.  He 
was  a  member  of  the  Twenty-fifth  Class,  and  was  ad- 
mitted to  the  school  February  14,  1851,  and  left  on 
January  20,  1853.  His  two  years  of  study  were  well 
spent ;  it  was  his  last  schooling,  and  it  is  now  remembered 
with  hearty  appreciation  by  one  who  has  shown  the  ster- 
ling qualities  of  manly  power  on  the  battle-field,  in  argu- 
ment and  in  council,  and  in  the  highest  legislative  body 
of  the  land. 

Writing  in  1891,  Senator  Manderson  said: 

"  I  recall  the  days  spent  in  the  old  building,  near  Market  and 
Broad,  with  great  pleasure,  and  it  certainly  would  afford  me  infi- 
nite satisfaction  to  meet  some  of  those  who  were  pupils  of  the  High 
School  with  myself.  I  would  be  glad  also  to  pay  my  tribute  of 
respect  and  admiration  to  the  long  line  of  teachers  and  professors 
who  have  done  such  good  service,  not  only  to  Philadelphia  and  the 
great  Keystone  State,  but  to  the  country  at  large,  by  the  faithful 
and  intelligent  performance  of  their  arduous  duties.  The  men  who 
ruled  from  thirty-five  to  forty  years  ago  in  the  old  High  School 
did  so  with  a  rod  of  interest  and  affection.  I  well  recall  that  quiet 
gentleman  who  was  so  long  at  the  head  of  the  institution,  Profes- 
sor John  S.  Hart,  and  with  his  name  come  vivid  recollections  of 
Professors  Rhoads,  Vogdes,  Bregy,  Fisher,  Howard,  Hopper,  and 
Dr.  McMurtrie.  Nearly  all  have  passed  from  the  scenes  of  activity, 


160  HISTORY    OF   THE 

and  most  of  them  have  joined  the  great  majority.  Their  memories 
shall  always  remain  green  with  me,  and  I  feel  assured,  from  what 
I  hear,  that  they  have  worthy  and  efficient  successors." 

T.  Guilford  Smith,  a  Regent  of  the  University  of  the 
State  of  New  York,  is  one  of  the  most  useful  men  of  his 
generation.  In  business,  he  has  been  identified  with  the 
organization  and  development  of  the  iron,  steel,  and  coal 
industries  of  Western  New  York  and  Pennsylvania;  but 
he  has  never  permitted  his  manifold  business  responsi- 
bilities to  interfere  with  full  attention  to  the  greater  civic 
duties  that  cannot  be  better  performed  than  by  one  of 
large  interests  and  broad  views.  He  is  a  graduate  of  the 
Thirty-second  Class  of  the  High  School,  and  has  con- 
tributed the  following  account  of  his  school  days : 

"  My  earliest  school  recollections  carry  me  back  to  a  dame's 
school  at  the  Friends'  Meeting-House  at  the  corner  of  Ninth  and 
Spruce,  and  which  is  probably  stamped  upon  my  memory  more 
forcibly  because  of  a  fire  there,  owing  to  an  overheated  flue,  which 
caused  the  school  to  be  dismissed  rather  summarily,  and  therefore 
made  quite  an  impression.  The  name  of  the  teacher  of  that  school, 
I  think,  was  Mary  Cox,  and  the  only  one  whom  I  remember  con- 
nected with  it  distinctly  was  the  late  J.  Shipley  Newlin,  whom  I 
saw  from  that  period  up  to  the  time  of  his  death.  The  next  school 
that  I  went  to  was  at  the  Orange  Street  Meeting  on  Washington 
Square,  which  was  kept  by  two  ladies  named  Coxe,  of  both  of  whom 
I  have  only  shadowy  recollections.  From  there  I  was  sent  to  a 
private  school  at  Sixth  and  Prune  Streets,  kept  by  Charles  J. 
Allen,  who  was  a  Friend  who  went  to  Orange  Street  Meeting.  I 
have  not  very  strong  recollections  of  this  school,  except  that  at  it 
were  Randolph  Parry  and  Henry  G.  Morris,  with  the  latter  of 
whom  I  have  kept  up  an  acquaintance.  It  was  here  that  I  first 
heard  read  Pope's  English  version  of  Virgil.  I  suppose  I  pursued 
the  ordinary  studies  of  a  boy  of  my  age.  From  here  I  was  sent  to 
the  English  and  classical  school  of  Henry  D.  Gregory,  on  Market 
Street  near  Eleventh,  where  I  remained  for  some  years,  and  where 
I  received  a  very  good  training  in  the  classics  and  in  ancient  his- 
tory; but  as  all  the  studies  were  arranged  for  entrance  to  college, 


CENTRAL    HIGH    SCHOOL  161 

and  as  Mr.  Gregory  was  a  Princeton  man  with  some  slight  lean- 
ings towards  the  University  of  Pennsylvania,  his  studies  all  had 
this  general  character,  which  to  my  father's  mind  was  not  alto- 
gether in  the  right  direction.  At  this  school  I  recall  several  of  the 
Rosengartens,  of  whom  Mr.  Adolph  Rosengarten  was  more  par- 
ticularly of  my  age.  Also  Mr.  Edward  R.  Wood  and  Mr.  George 
R.  Wood,  Mr.  George  Gilpin,  and  others.  I  was  here  prepared  to 
enter  the  Freshman  class  of  the  University  of  Pennsylvania,  but 
in  September,  1853,  mY  father  suddenly  changed  his  mind  and  con- 
cluded that  I  would  receive  a  better  education  by  going  to  the 
Central  High  School  than  by  entering  the  Department  of  Arts  of 
the  University  of  Pennsylvania  as  it  was  then  carried  on.  As  the 
law  required  at  least  one  year's  attendance  in  the  public  schools 
before  I  could  enter  the  High  School,  I  was  obliged  to  go  to  the 
secondary  school  in  Cherry  Street  near  Sixteenth  Street,  to  see 
whether  I  was  fit  to  enter  the  grammar  school,  and  I  remember 
being  stumped  by  an  example  in  compound  long  division.  I  was 
permitted,  however,  to  enter  the  fourth  division  of  the  Northwest 
Grammar  School,  the  principal  of  which  at  that  time  was  Aaron 
B.  Ivins,  an  exceptionally  good  teacher  with  a  wonderful  capacity 
for  mathematics,  particularly  in  the  line  of  practical  arithmetic.  I 
have  seen  him  multiply  seven  figures  by  seven  figures  and  set  down 
the  result  as  fast  as  he  could  make  the  chalk-mark  on  the  black- 
board, and  he  did  it  without  apparent  effort  and  without  any 
fatigue.  I  remained  at  the  Northwest  Grammar  School  during  the 
entire  year  of  1853,  and  found  among  my  fellow-students  William 
McMichael,  George  W.  Carpenter,  Clement  A.  Griscom,  Joseph 
R.  Rhoads,  Frank  Firth,  and  others.  Some  of  us,  who  had  been 
particularly  lacking  in  geography,  practical  arithmetic,  and  other 
studies  embraced  in  the  public  school  course,  took  private  lessons 
of  Mr.  Ivins  at  his  residence  on  Race  Street,  and  went  there  every 
evening  to  be  instructed  particularly  and  especially.  The  examina- 
tion for  entrance  into  the  High  School  was  held  in  the  Girls'  Nor- 
mal School  in  the  vicinity  of  Eighth  and  Race,  and  we  had  the 
pleasure  of  being  the  largest  class  that  had  ever  been  sent  up  to 
the  High  School  from  the  Northwest  Grammar  School,  and  none 
of  us  was  rejected.  Mr.  Ivins  had  never  had  any  rejections  in  the 
course  of  his  experience,  and  it  was  on  account  of  his  success  as 
a  teacher  that  the  Northwest  Grammar  School  was  selected  by  my 
father,  particularly  as  he  resided  in  that  section  of  the  city. 
"As  the  High  School  building  on  Juniper  Street  had  been  sold 

II 


162  HISTORY    OF   THE 

and  a  new  one  at  Broad  and  Green  erected,  we  were  the  first  class 
to  enter  that  new  building,  in  Division  H,  and  I  remember  dis- 
tinctly in  the  fall  of  1854  going  forward  to  be  assigned  to  the 
various  classes.  The  classes  were  divided  at  that  time  into  three 
sections,  H — I,  H — 2,  H — 3,  and  the  selection  was  made  alphabeti- 
cally, so  that  I  found  myself  in  the  third  section  of  the  class.  Pro- 
fessor John  S.  Hart  was  at  that  time  the  principal  of  the  school, 
and  we  assembled  in  the  large  lecture-room  on  the  north  side  of 
the  building  every  morning.  The  principal  read  a  chapter  in  the 
Bible,  and  we  then  filed  out  to  our  respective  class-rooms,  accord- 
ing to  the  roster  for  the  day. 

"  The  new  students  were  assigned,  as  a  rule,  to  Professor  Daniel 
W.  Howard,  who  endeavored  to  sort  out  the  good  from  the  bad, 
the  wise  from  the  foolish,  etc.,  and  instructed  us  in  ancient  history 
of  Greece  and  Rome,  and  also  in  English  history.  I  remember  dis- 
tinctly the  kindness  with  which  he  received  us  all  and  the  inter- 
esting classical  stories  which  he  read  to  us  from  time  to  time  from 
Macaulay's  '  Lays  of  Ancient  Rome.'  The  daily  routine  embraced 
recitations  not  only  to  Professor  Howard,  but  also  to  Professor 
George  Stuart,  Professor  Hopper,  who  had  charge  of  geometry, 
and  to  other  members  of  the  Faculty.  Notable  among  these  was 
Dr.  Henry  McMurtrie,  who  gave  us  a  course  in  anatomy  and 
physiology,  and  whose  kindly  manner  and  interesting  subjects  had 
a  particular  fascination  for  me  at  that  time.  His  lecture-room  was 
on  the  south  side  of  the  building,  opening  on  the  west  to  his  mu- 
seum. His  lecture-room  was  different  from  the  others  in  that  it 
had  inclined  seats  and  that  he  lectured  on  a  platform  in  front  of 
us  without  notes  and  in  a  most  interesting  and  impressive  way.  I 
can  recall  now  with  pleasure  many  of  his  lectures,  and  have  always 
considered  it  a  very  important  part  of  the  course  at  that  time,  as  it 
extended  over  quite  a  number  of  years.  I  was  at  that  time  particu- 
larly interested  in  the  study  of  botany,  and  rearranged  the  herba- 
rium which  he  had  in  accordance  with  a  more  modern  classifica- 
tion, at  the  same  time  spending  almost  every  Saturday  in  the  field, 
enlarging  my  own  herbarium  under  the  personal  supervision  of 
Professor  Ennis,  who  had  private  classes  in  botany  outside  of  the 
school.  Later  on  we  were  permitted  to  study  under  Professor 
James  Rhoads,  who  was  rather  severe  on  the  younger  students,  but 
before  we  left  the  school  diminished  his  severity,  so  that  in  the 
higher  classes,  particularly  as  they  diminished  in  number,  each 
pupil  felt  as  though  he  had  a  friend  in  Professor  Rhoads.  He  was 


CENTRAL    HIGH    SCHOOL  163 

a  great  believer  in  Addisonian  simplicity,  and  I  think  that  much 
of  the  direct  and  straightforward  letter-writing  and  speaking  of 
the  graduates  of  the  Central  High  School  may  be  traced  to  his 
instruction,  and  I  thank  him  to  this  day  for  what  he  gave  me  in 
the  way  of  an  insight  into  English  literature  and  to  proper  speak- 
ing and  writing.  To  assist  us  in  this  matter  we  had  a  declamation 
every  day  in  the  lecture-room  at  the  close  of  the  school  hours  by 
different  pupils  selected  by  him.  It  was  a  first-rate  training  to  all 
of  us  and  enabled  us  to  appear  in  public  with  composure  and  self- 
possession.  Another  most  interesting  professor  to  me  was  Dr. 
Edward  W.  Vogdes,  who  supplemented  his  instruction  from  Up- 
ham's  '  Mental  and  Moral  Philosophy'  with  some  lectures  on  vari- 
ous mental  conditions,  and  which  he  made  most  interesting.  Pro- 
fessor E.  Otis  Kendall  was  the  Professor  of  Mathematics  and 
Astronomy  when  I  entered  the  school,  and  subsequently  resigned  to 
go  to  the  University  of  Pennsylvania,  when  he  was  succeeded  by 
Professor  James  McClune.  I  have  only  the  kindliest  recollections 
of  Professor  Kendall,  whom  I  had  occasion  to  see  later  in  life, 
and  I  think  that  all  the  pupils  who  passed  under  him  will  testify 
to  his  uniform  urbanity  and  geniality.  Professor  Martin  H.  Boye 
was  at  this  time  the  Professor  of  Chemistry  and  Pneumatics  and 
gave  us  our  elementary  ideas  on  these  subjects.  The  drawing  de- 
partment was  presided  over  by  Professor  Alexander  J.  MacNeill, 
who  was  a  very  handsome  man,  and  who  was  certainly  very  facile 
with  his  pen  and  pencil. 

"  I  took  the  full  four  years'  course,  embracing  Latin  and  Greek 
with  Professor  Haverstick,  whose  quaint  appearance  and  old-fash- 
ioned ways  rather  charmed  us,  and  from  whom  we  took  our  Csesar 
and  our  Sallust,  and  Virgil  and  Horace,  together  with  Xenophon 
and  Homer.  The  French  language  we  had  from  Professor  Frangois 
A.  Bregy,  who  I  think  possessed  to  an  unusual  degree  the  ability 
to  teach  large  classes  a  modern  language.  As  soon  as  we  got  over 
the  rudiments  he  adopted  the  plan  of  dictating  from  the  celebrated 
French  authors,  and  although  the  class  was  large  he  succeeded  in 
getting  good  results  from  it.  He  associated  with  this  matter  of 
dictation  a  good  deal  of  blackboard  work,  and  it  seemed  to  me  we 
all  derived  a  high  degree  of  benefit  from  it.  After  having  dictation 
for  fifteen  or  twenty  minutes  to  the  whole  class  he  would  send  up 
a  dozen  or  more  to  the  blackboard  to  write  out  on  it  just  what  they 
had  written  from  his  dictation.  Then  another  set  were  sent  up 
afterwards  to  correct  what  the  first  had  written,  and  this  was  re- 


164  HISTORY   OF   THE 

peated  until  the  last  quarter  of  the  hour,  when  he  went  over  all  the 
blackboard  work,  showing  the  errors  made  by  each  of  the  sections. 
It  is  a  very  difficult  matter  to  teach  a  modern  language  to  so 
large  a  class,  and  the  more  I  have  thought  over  it  in  later  years 
the  more  I  have  thought  how  successful  Mr.  Bregy  was  in  his  in- 
struction. I  had  taken  private  lessons  in  French  from  Professor 
Bregy  before  entering  the  High  School,  and  also  from  Professor 
H.  Magnin,  so  that  perhaps  I  had  to  some  extent  advantages  over 
some  of  my  fellow-students.  This,  however,  was  not  the  case  with 
the  German  language,  for  there  for  the  first  time  I  was  introduced 
by  Professor  F.  A.  Roese  to  the  beauties  of  the  German  language 
and  literature.  I  supplemented  my  lessons  in  German  in  the  school 
by  private  lessons  with  Professor  Roese,  which  continued  over  a 
long  period.  I  got  to  know  him  very  well,  and  found  him  to  be  a 
most  cultivated  and  agreeable  companion,  and  I  recall  now  with 
much  pleasure  the  time  spent  with  him  in  reading  Schiller  and 
Goethe,  to  say  nothing  of  some  of  the  minor  poets.  Stephen  W. 
White,  of  the  Thirty-first  Class,  was  a  student  with  me  in  these 
private  lessons,  and  was  the  most  apt  of  any  of  us  in  acquiring  the 
German  language. 

"  I  have  given  in  a  hasty  and  cursory  way  the  reminiscences  of 
the  courses  of  study  as  presided  over  by  the  various  members  of  the 
Faculty  in  the  period  from  1854  to  1858,  and  I  imagine  that  the  cus- 
toms of  the  school  have  not  very  materially  changed,  in  that  we  had 
periods  of  five  hours,  each  of  which  was  devoted  to  lectures  or 
recitations,  and  that  we  went  from  one  class-room  to  another  in  a 
body.  At  the  sound  of  the  bell  we  assembled  in  the  respective  class- 
rooms, at  the  second  moved  out,  and  at  the  third  stroke  were  sup- 
posed to  have  reached  the  recitation-room.  There  was  not  much 
studying  done  in  school  hours,  most  of  the  time  being  taken  up  by 
actual  work  in  the  way  of  reciting  and  taking  notes  of  lectures, 
and  most  of  the  preparation  for  the  next  day  was  done  at  home. 
It  was  rather  a  busy  life,  although  from  my  previous  training  in  the 
English  and  classical  schools  I  found  myself  more  at  home  in  the 
High  School  than  some  of  my  classmates.  This  enabled  me  to 
supplement  the  study  of  the  school  by  private  lessons  in  French  and 
German,  as  I  have  already  spoken  of,  and  also  to  attend  the  Phila- 
delphia School  of  Anatomy  under  Professor  D.  Hayes  Agnew,  and 
also  to  go  to  the  various  hospitals  on  Saturday  to  see  the  great 
operations  in  the  amphitheatre.  My  father  seemed  to  consider  that 
this  was  an  essential  part  of  almost  any  boy's  education  at  that 


HOWARD    RAND 


ALEXANDER  J. 


JAMES   M''CLUNE 


EDWARD   W.    VOGDES 


CENTRAL    HIGH    SCHOOL  165 

time,  and  I  must  confess  that  I  was  very  much  interested  in  the 
studies  connected  with  anatomy  and  physiology,  as  well  as  in  natu- 
ral history  generally.  The  importance  of  this  training  for  the  mind 
is  pretty  hard  to  over-estimate,  as  it  supplemented  the  excellent 
instruction  given  in  the  High  School  in  the  foreign  languages  and 
in  English  composition.  During  the  terms  we  had  declamations 
of  original  compositions  by  pupils  selected  for  the  purpose  by  Pro- 
fessor James  Rhoads  from  those  who  appeared  before  the  other 
students  from  day  to  day  in  the  lecture-room.  I  remember  dis- 
tinctly that  on  one  occasion  a  young  gentleman  named  T.  Edwards 
Converse  not  only  prepared  a  poetical  composition  on  a  subject 
given  after  we  had  entered  the  room,  but  committed  the  same  to 
memory  and  delivered  it  to  the  audience,  notwithstanding  the  annoy- 
ances incident  to  such  an  assemblage  and  notwithstanding  that  he 
wrote  his  composition  in  the  immediate  vicinity  of  the  orchestra 
provided  for  that  occasion.  Of  course,  Professor  Rhoads  did  not 
impose  upon  the  good  nature  of  the  audience  by  inviting  very  young 
students  to  take  part  in  these  declamations,  and  if  I  recall  cor- 
rectly, it  was  not  until  we  had  been  in  the  High  School  for  several 
years  that  we  were  permitted  to  compete  for  these  exercises.  They 
all,  however,  led  up  to  the  final  Commencement  Day,  and  the  train- 
ing that  we  received  in  this  connection  has  been  of  service  to  many 
of  us  in  after-life  who  have  had  occasion  to  speak  in  public,  and 
who  never  fail  to  recall  some  of  the  rules  given  us  by  Professor 
Rhoads  in  reference  to  this  matter. 

"  The  new  High  School  building  was  such  an  improvement  upon 
the  one  on  Juniper  Street  that  it  was  looked  upon  with  more  or  less 
pride  by  the  School  Commissioners,  and  particularly  the  principal, 
John  S.  Hart,  who  delighted  in  taking  visitors  over  the  building  and 
explaining  to  them  the  various  good  points,  particularly  the  system 
of  ventilation,  which  we  thought  was  a  great  improvement  over  any- 
thing that  we  had  ever  seen  before.  Professor  Hart  at  this  time 
not  only  administered  the  entire  school  to  the  great  satisfaction  of 
the  Board  of  School  Controllers,  and  also  of  all  the  students  in  it, 
but  he  instructed  some  of  us  in  Latin  grammar  and  was  an  excellent 
teacher  besides,  being  a  man  of  very  decided  ability  and  with  an 
administrative  faculty  which  I  have  seldom  seen  surpassed.  It  was 
no  slight  task  to  successfully  carry  out  the  daily  routine  required 
and  at  the  same  time  maintain  in  thorough  efficiency  all  the  various 
departments  of  the  school  and  to  keep  in  harmonious  working  all 
the  members  of  the  Faculty.  I  think  of  him  now  with  pleasure  and 


1 66  HISTORY    OF   THE 

recall  his  administration  as  one  of  fairness  and  justice,  and  I  recall 
the  deep  interest  which  he  seemed  to  have  in  almost  every  one  of 
the  students  with  whom  he  was  brought  personally  in  contact.  His 
son,  and  now  Professor  James  Morgan  Hart,  of  Cornell  University, 
shows  the  effect  of  his  father's  training  and  association  in  a  marked 
degree,  and  especially  in  his  advocacy  of  having  English  properly 
taught  in  all  the  schools  of  New  York  State  and  of  increasing  the 
number  of  hours  devoted  to  the  study  of  this  important  subject. 

"  Several  of  my  intimate  friends  when  I  was  in  the  High  School 
were  at  the  same  time  in  the  Department  of  Arts  of  the  University 
of  Pennsylvania.  We  were  accustomed  to  meet  frequently  and  com- 
pare notes  and  see  what  were  the  differences  between  the  two  insti- 
tutions of  learning,  where  one  was  strong  and  the  other  weak.  I 
was  entirely  satisfied  at  the  time  with  my  father's  choice  in  sending 
me  to  the  Central  High  School  of  Philadelphia;  I  have  never 
changed  my  mind  in  this  respect,  although  of  course  the  Depart- 
ment of  Arts  of  the  University  of  Pennsylvania  to-day  is  a  very 
different  thing  from  what  it  was  at  that  time.  There  are,  however, 
advantages  in  each  institution  from  the  rubbing  together  of  a  large 
number  of  young  men,  and  both  the  High  School  and  the  University 
have,  of  course,  these  advantages  in  common.  I  have  always  felt 
that  the  course  of  study  of  the  High  School  was  a  good  one,  and 
that,  so  far  as  its  bearing  upon  my  every-day  life  was  concerned,  it 
had  a  marked  influence,  particularly  in  Professor  Rhoads's  depart- 
ment of  English  literature,  and  also  Professor  Roese's  department  of 
German  literature.  I  may  say  I  have  never  gotten  over  the  advan- 
tages which  I  had  from  both  of  these  gentlemen,  to  say  nothing  of 
those  from  Professor  Bregy,  and  the  elementary  classical  education 
which  I  received  from  Professor  Haverstick.  These  courses  were 
particularly  strong  during  the  four  years  that  I  was  at  the  High 
School,  and  I  think  that  they  had  as  much  effect  upon  me  in  my 
after-life  as  any  in  the  school.  The  study  of  natural  history  under 
Professor  McMurtrie,  and  to  some  extent  that  of  chemistry  under 
Professor  Boye,  also  contributed  much  to  my  happiness  then  and 
in  after-life.  The  chemistry,  however,  was  given  under  adverse 
circumstances  because  of  the  lack  of  laboratory  work.  The  other 
strong  courses  were  the  mental  and  moral  philosophy  and  political 
economy  under  Dr.  Vogdes,  although  they  were  unfortunate  enough 
to  use  as  a  text-book  Wayland's  '  Political  Economy,'  which  was  so 
unsuitable  to  a  Philadelphia  atmosphere  or  to  the  sons  of  Pennsyl- 
vania at  large.  Though  students,  we  did  not  accept  Professor  Way- 


CENTRAL   HIGH    SCHOOL  167 

land's  conclusions,  and  were  quite  able,  in  our  own  opinion,  to  give 
very  good  reasons  for  not  doing  so. 

("  The  weakest  part  in  the  course  of  study  when  I  was  there  was 
the  higher  mathematics,  and  perhaps  that  was  thought  to  be  less 
important,  as  the  Astronomical  Observatory  could  not  be  used  at 
that  time  owing  to  the  vibrations  which  prevented  the  use  of  the 
Observatory  to  as  great  a  degree  as  in  the  old  High  School  building. 
Had  I  not  supplemented  these  courses  by  study  at  the  Rensselaer 
Polytechnic  Institute  at  Troy  I  would  have  been  sadly  deficient  when 
I  came  to  use  them  as  a  civil  engineer. 

"  In  looking  over  the  list  of  students  in  the  Thirty-second  Class, 
I  find  comparatively  few  that  are  now  living  and  known  to  me,  but 
this  is  not  to  be  wondered  at,  as  I  have  been  away  from  Philadel- 
phia for  so  many  years,  but  I  always  kept  up  an  intimate  relation 
with  A.  Graham  Elliot,  who  died  so  suddenly  a  year  ago,  and  to 
some  extent  with  Clement  A.  Griscom,  with  whom  I  was  associated 
at  the  Northwest  Grammar  School  and  for  two  years  at  the  High 
School.  As  you  may  be  aware,  I  had  the  salutatory  address  on 
completing  the  course  at  the  Commencement  in  1858,  standing  No.  2 
in  the  class.  Mr.  Edward  D.  Ledyard,  Jr.,  who  was  my  close  com- 
petitor during  all  the  four  years,  had  the  first  place  as  valedictorian. 
I  have  never  seen  him  since  the  day  we  graduated,  but  I  recall  with 
pleasure  his  frank  face  and  his  delicate  sense  of  honor  and  how 
good  friends  we  were  through  all  those  years  although  neck  and 
neck  in  the  race.  Of  William  McMichael  and  Horace  McMurtrie 
and  John  H.  Oberteuffer  I  have  seen  very  little,  although  on  the 
most  friendly  terms  with  them  during  the  course.  My  old  friend 
of  long  standing,  Joseph  R.  Rhoads,  did  not  graduate  with  us  owing 
to  a  severe  illness  which  prevented  him  from  attendance  with  the 
class,  but  I  am  sure  that  he  will  bear  out  many  of  my  statements 
and  recall  very  many  of  the  incidents  alluded  to  in  these  reminis- 
cences. 

"The  High  School  did  for  me  just  what  my  father  wanted  it  to 
do, — viz.,  wake  me  up  to  a  right  sense  of  the  importance  of  what  I 
was  doing,  and  I  feel  grateful  to  him  for  it,  and  I  have  always  been 
an  advocate  of  the  public  schools  and  have  sent  my  own  sons  to 
them,  although  I  have  supplemented  their  education  by  sending 
them  to  technical  schools  as  I  was  sent  by  my  father.  I  believe  in 
the  public  schools,  and  in  this  New  York  State,  where  the  course 
of  study  leads  up  to  higher  education  in  colleges,  technical  schools, 
and  universities,  they  are  able  to  give  most  capital  training  in  nearly 


1 68  HISTORY    OF   THE 

all  the  high  schools  of  the  State.  The  position  of  the  Central  High 
School  in  Philadelphia  is  so  well  known  that  I  need  not  say  anything 
on  that  score  here ;  but  it  presented  in  my  time,  and  I  suppose  it  does 
still,  a  very  different  course  of  study  from  any  of  the  high  school/ 
in  New  York  State,  for  instance,  or  in  other  States  modelled  upon 
the  New  York  system  of  education.  This  position  has  been  accorded 
to  it  by  the  United  States  Commissioner  of  Education  and  by  the 
various  university  clubs  of  the  country,  who  admit  its  graduates 
to  their  membership  on  the  same  basis  as  colleges  having  the  same 
courses  of  study.*  The  present  view  of  educational  matters  is  that 
the  '  High  School'  as  a  name  is  a  misnomer,  yet  the  associations 
connected  with  it  are  such  that  any  of  its  old  graduates  would  depre- 
cate a  change.  My  course  at  the  High  School  of  four  years  per- 
mitted me  to  enter  the  Rensselaer  Polytechnic  Institute  at  Troy 
and  to  shorten  the  course  by  one  year,  so  that  I  graduated  from  that 
institution  in  1861  with  the  diploma  of  a  civil  engineer,  although 
the  course  of  study  at  that  time  usually  required  four  years;  thus, 
entirely  independent  of  the  mental  training  received  at  the  High 
School  in  the  four  years  I  was  a  student,  I  received  almost  immedi- 
ate benefits  on  entering  the  technical  school,-  as  above.  The  course 
at  Troy  was  so  entirely  mathematical  and  bare  of  any  literary 
courses  whatsoever  that  I  owe  to  the  Central  High  School  of  Phila- 
delphia all  of  my  literary  tastes  and  proclivities,  which  have  been 
a  source  of  much  pleasure  to  me  all  my  life.  In  1890  I  was  elected 
by  the  Legislature  of  New  York  State  as  a  Regent  of  the  Univer- 
sity, a  life  position  which  I  still  hold,  and  which  was  made  possible 
for  me  entirely  by  my  predilection  for  literary  and  educational 
matters,  and  which  has  given  me  opportunities  for  observation  since 
in  this  connection  which  are  unusual. 

"  T.  GUILFORD  SMITH/' 

No  one  of  a  very  loyal  Alumni  has  shown  a  stronger 
feeling  of  attachment  to  his  old  school  than  George 
Alfred  Townsend, — poet,  novelist,  and  journalist, — 
whose  writings  have  made  the  name  of  "  Gath"  familiar 
to  two  generations.  He  was  a  graduate  of  the  Thirty- 
fifth  Class,  and  his  reminiscences  of  his  school  days  cover 


*  In  Buffalo  and  New  York,  but  not  in  Philadelphia. 


CENTRAL    HIGH    SCHOOL  169 

the  latter  portion  of  Professor  Hart's  administration  and 
the  first  year  with  Professor  Maguire. 

"  I  had  been  privately  schooled  at  Chester  County,  Maryland,  and 
Newark,  Delaware,  for  four  years,  and  was  better  prepared  to  pass 
the  High  School  examination  than  boys  generally  from  the  grammar 
schools,  which  I  impute  to  the  more  even  social  picking  of  academy 
and  boarding-schools.  However,  my  teacher  at  Penn  Grammar 
School,  Philadelphia,— Edward  Gideon,— was  in  character,  tempera- 
ment, and  high,  duteous  spirit  a  model  for  teachers.  He  hoped  I 
would  pass  in  high  and  make  up  for  the  but  moderate  success  of  his 
classes  from  that  outer  suburb.  I  find  in  an  old  diary  at  January  2, 
1856 :  '  All  my  thoughts  are  bent  on  one  thing, — to  reach  the  High 
School.'  The  second  day  of  the  grammar  school  examination,  Janu- 
ary 8,  I  record  as  '  the  coldest  day  for  thirty  years ;  father's  ears 
frozen/  Saturday,  I2th,  I  record,  '  Skated  on  the  Delaware.  A 
grand  fight  on  the  ice  between  the  Bed-bugs  and  Snappers.'  Mon- 
day, 2ist,  'My  grammar  average  eighty- two;  if  I  fail  to  get  in, 
nothing  is  left  but  to  go  to  work.  At  night  Gideon  had  a  fight  with 
the  Night  School  boys.'  Then  a  week  was  left  to  burnish  up  for  the 
grand  trial  of  Monday,  January  28,  and  Thursday,  February  7,  be- 
tween which  dates  came  my  fifteenth  birthday.  I  went  to  the  globe- 
capped  edifice  of  brick  and  each  day  recorded  my  hopes  and  fears. 
Friday,  February  I,  '  Vowed  this  morning  that  if  I  were  allowed  to 
enter  the  High  School,  I  would  forsake  everything  but  my  studies, 
and  be  a  better  boy.  Father  promised  last  night  that  if  I  succeeded 
in  getting  in  I  should  go  four  years.'  Monday,  February  4,  '  A  boy 
detected  in  cheating.'  February  6,  '  The  algebra  examination  utterly 
unfit  for  boys  so  little  prepared  as  we  are.'  Saturday,  February  9, 
'  Admitted  to  the  Central  High  School  to-day  about  one  o'clock ; 
average  75.5.  Number  sixteen  in  one  hundred  and  forty-two  ad- 
mitted. The  greatest  day  in  my  life.' 

"  I  recollect  that  I  was  mixed  with  some  other  boy's  number  and 
admitted  far  down  the  list,  and  then  recalled  to  the  Faculty  room 
and  set  in  my  right  place.  Professor  Hopper's  characteristic  smile 
when  he  rectified  the  mistake  is  perfectly  visible  to  me  yet. 

"  The  third  day  that  I  was  in  school  and  copied  on  the  blackboard 
a  part  of  my  composition,  Professor  Rhoads  came  to  it,  chalk  in 
hand,  and  after  reading  three  or  four  lines,  exclaimed  in  his  leonine 
way  and  almost  roar,  '  That  composition's  copied ;  cipher !' 

"  Nothing  follows  in  my  diary  at  this  unjust  cutting  down.     I 


170  HISTORY   OF   THE 

suppose  the  blow  was  too  crushing  for  any  comments.  But  in  1869, 
after  I  had  become  a  generally  known  writer,  I  find  the  comment  in 
brackets  in  the  old  diary :  '  This  Professor  Rhoads  was  so  sure  my 
composition  was  not  original  that  he  said  so,  and  marked  me  cipher 
or  zero.  Yet  it  was  entirely  my  own.'  Professor  Rhoads  was  just 
enough  for  the  Freshman  race  of  that  day,  and  I  afterwards  owed 
him  strong  recognition.  But  my  average  that  month  was  only  sixty 
in  composition  for  writing  above  my  age.  An  addendum  in  the 
diary  thirteen  years  later  says,  '  God  knows  I  was  too  vain  to  copy 
anything/  The  discouragement  could  not  have  been  long,  for  May 
3rd  I  enter,  '  Bought  a  quire  of  foolscap  and  commenced  writing  a 
book.'  At  the  end  of  the  term  I  won  a  testimonial  and  stood  second 
only  to  George  A.  Wilt,  the  most  dogged  scholar  in  our  class. 

"  After  the  first  year  I  made  no  effort  to  keep  near  the  head,  con- 
fining my  attention  to  a  few  studies  and  much  miscellaneous  reading. 
As  in  colleges,  so  in  high  schools,  are  incorrigible  boys,  who  are 
allowed  finally  to  do  what  they  please  in  virtue  of  some  declared 
merit. 

"  Professor  Rhoads  was  a  typical  Quaker  Pennsylvanian  in  re- 
garding literary  fineness  as  either  an  affectation  or  a  cheat.  Candor, 
'  the  plain  language/  was  in  him  explosive  as  in  an  honest  bull.  He 
was  a  lover  of  poetry  and  had  the  merit  of  approving  Whittier 
when  '  abolitionist'  was  a  term  like  '  infidel,'  as  it  used  to  be.  I  felt 
the  strength  of  the  man.  His  system  of  teaching  composition  abso- 
lutely debarred  a  certain  short  series  of  words  from  use  under  pen- 
alty,— such  words  as  you,  very,  a  great  many,  and  a  great  deal.  To 
write  around  those  words  in  a  sort  of  literary  hopscotch  required 
ingenuity,  but  it  also,  probably,  suppressed  a  certain  freedom  of 
style.  '  Thou  shalt  not'  is  a  discourteous  way  to  have  men  love  God 
or  letters.  '  Please  do  not  kill,  covet,  or  steal'  expressed  just  as 
much. 

"The  French  professor,  Bregy,  compensated  me  for  my  rebuff. 
He  one  day  said,  when  I  held  up  my  hand  to  go  out,  '  Yes,  Town- 
san,  go  out;  Townsan  is  de  only  boy  in  de  school  dat  speaks  origi- 
nall  speeches.  De  odar  boys  say  deirs  is  originall,  but  Townsan's 
are  originall.'  This  compliment  made  before  the  whole  class  was  as 
sweeping  as  it  was  kind.  I  suspected  that  I  owed  it  to  a  recent 
speech  I  had  made  in  the  lecture-room  before  the  six  hundred  on  the 
Balaklava  plan,  against  religious  bigotry,  all  of  which  I  recall  is 
the  sentence,  '  Thomas  Paine's  honest  efforts  for  American  liberty 
forgotten  or  disowned.'  I  was  also  a  preacher's  son.  The  reactions 


CENTRAL    HIGH    SCHOOL  171 

of  the  world  begin  within  the  pale.    We  surely  are  more  justified  in 
disliking  what  we  have  seen  than  what  we  never  knew. 

"  A  noble  instance  of  a  religious  man  without  intellectual  hatred 
was  John  S.  Hart,  the  principal.  Why  not  have  called  him  '  Presi- 
dent,' *  I  may  say,  for  that  collective  Faculty  of  1856  was  worthy 
of  a  college.  Every  man  in  it  worked  out  his  task  with  rare  fidelity. 
But  above  them  all  shone  out  the  pure  face,  purpose,  and  character 
of  Mr.  Hart  like  a  man  from  a  higher  walk.  He  seemed  fit  to  be 
president  of  a  nation.  He  never  paid  me  any  compliment,  but  I  felt 
from  his  literary  employments  that  he  was  in  sympathy  with  my 
intents,  and  after  I  graduated,  when  he  collected  material  for  his 
book  on  American  Literature,  he  came  to  me  and  said  that  he  wished 
to  include  in  it  a  short  biography  of  me.  I  made  a  poetical  address 
when  he  retired  from  the  school,  which  MacNeill,  our  carefully 
attired  and  punctilious  writing  and  drawing  master,  properly  said 
to  me  privately  was  in  very  bad  taste  in  that  it  made  a  pun,  if  a 
Shakespearian  one,  upon  President  Hart's  name : 

'  The  blood  still  strives  the  brain  to  fill, 
But  ah,  the  active  Heart  hath  left.' 

"  Taste,  however,  is  an  acquired  taste.  Most  of  us  then  were 
poor  democratic  boys  who  ate  with  our  knives  and  had  more  family 
prayers  than  fine  examples. 

"  After  Mr.  Hart  left  the  school  the  professors  quarrelled  among 
themselves  for  want  of  a  resolvent.  At  the  top  of  all  great  schools 
must  be  the  gentleman. 

"  Professor  Maguire,  who  followed  Mr.  Hart,  was  the  kind,  tol- 
erant, affable  ex-principal  of  a  superior  grammar  school.  But  his 
coming  in  from  below  to  control  professors  who  had  themselves 
been  hopeful  of  the  control  was  a  species  of  favoritism  in  the  Board 
of  Controllers  and  not  wise;  and  it  let  loose  the  religious  issue, 
which  was  started  by  Lujeane,  an  Italian,  also  unwisely  taken  in; 
and  it  was  Italy  against  Rome,  and  the  public  society,  which  often 
notices  too  promptly  the  human  perversions  of  a  band  of  teachers, 
backed  the  Board  of  Controllers  to  retire  all  the  disputants,  and 
Mr.  George  Riche,  who  had  been  a  Controller  and  was  an  accom- 
plished person,  especially  in  public  speaking,  was  the  last  of  three 

*  After  the  organization  of  the  Faculty  in  1851,  the  title  President 
was  used,  although  not  exclusively  until  1874. 


172  HISTORY    OF   THE 

Presidents  with  whom  I  had  acquaintance.  He  presented  me  to  an 
audience  at  Concert  Hall  early  in  my  career  as  a  lecturer. 

"  Among  the  professors  who  seemed  to  me  to  be  of  special  mark 
were  B.  Howard  Rand  and  Dr.  McMurtrie.  I  think  we  had  too 
many  studies  and  too  much  recitation,  and  that  judging  of  one's 
scholarship  by  the  average  of  all  the  collective  studies  was  not  a 
fair  test.  After  a  certain  probation  listless  scholars  in  some  lines 
might  have  terminated  those  studies  and  rallied  upon  those  in  which 
they  excelled.  This  was  the  real  discipline.  Professor  McClune, 
who  taught  the  mathematics,  always  passed  Henry  Brock  and  my- 
self with  a  mock  question  and  marked  us  as  high  as  he  could,  amidst 
the  laughter  of  the  class. 

"  I  regard  the  last  two  years  of  my  course  at  the  High  School  as 
a  university  fellowship,  the  expense  of  which  my  father  paid.  Some- 
times I  think  that  the  supreme  effort  to  attain  the  High  School  from 
below  gives  the  boy's  life  a  spirit  of  energy  which  tells  upon  his 
subsequent  life.  Three  fine  institutions  are  in  Philadelphia, — the 
University,  itself  once  an  academy  or  high  school  and  the  emanation 
of  the  founder  of  the  Presbyterian  academies  about  Newark,  Dela- 
ware, New  London,  and  Fagg's  Manor, — Rev.  Francis  Allison, — 
Girard  College,  and  the  High  School.  Franklin's  descendant,  Alex- 
ander Dallas  Bache,  was  the  first  President  of  the  High  School, 
taking  his  prsenoms  from  the  literary  factor  of  the  first  company  of 
Philadelphia  actors,  and  Franklin  had  a  hand  in  the  University 
foundation,  while  Girard  was  the  least  servile-minded  merchant  in 
our  history.  I  heard  Mr.  Bache,  afterwards  the  eminent  head  of 
the  Coast  Survey,  speak  at  some  High  School  anniversary  in  the 
Musical  Fund  Hall ;  he  was  a  large,  wholesome  representative  of 
the  physics  which  has  succeeded  the  prophets. 

"  While  writing  papers  on  the  High  School  about  1857,  I  asked 
Professor  Kirkpatrick,  who  kept  the  records,  which  graduate  of  the 
institution  had  reached  the  highest  worldly  mark.  He  named  Igna- 
tius Donnelly,  as  having  become  lieutenant-governor  of  Minnesota, 
a  gentleman  I  afterwards  knew  in  Congress  and  visited  at  his  home, 
Hastings,  Minnesota,  and  read  his  tales,  '  Atlantis'  and  '  Ragnarok.' 

"  The  literary  wish  or  attempt  caused  a  little  club  of  five  mem- 
bers, called  the  Quill,  of  which  I  was  one,  to  be  formed,  and  to 
meet  weekly  at  the  house  of  George  Wannemacher,  a  student.  Other 
members  were  Harrison  Allen,  afterwards  a  Professor  in  Natural 
Science,  and  C.  Harry  Brock,  who  married  Mr.  Wannemacher's 
sister.  Brock  was  a  natural  orator  and  a  superior  writer,  besides 


CENTRAL    HIGH    SCHOOL  173 

being  a  handsome  man  of  the  classical  Byron  type,  with  curling 
black  hair  upon  a  fine  forehead.  He  and  I  began  to  debate  at  the 
grammar  school,  and  he  was  a  fine  encourager  of  others  as  well  as 
the  most  popular  orator,  perhaps,  in  the  lecture-room.  Others  were, 
at  that  period,  Jacob  Ring,  E.  C.  Mitchell,  Mr.  Haines  or  Hayne, 
afterwards  a  clergyman,  and  W.  H.  Lambert,  still  living.  A  pair  of 
speeches  which  Joel  Cook  and  I  made  towards  each  other,  his  in 
humor  and  mine  subsequently  in  temper,  were  the  cause  of  an  order, 
issued  by  Professor  Hart,  that  all  original  speeches  must  thereafter 
be  examined  by  the  Faculty  before  their  delivery.  Mr.  Brock  died 
early  after  entering  the  bar. 

"  An  incident  of  a  mystical  sort  recurs  to  my  memory  concerning 
a  lad  in  my  class  of  a  peculiar  appearance  and  temperament,  so 
outre,  indeed,  as  to  make  him  the  innocent  butt  of  his  classmates. 
He  was  so  treated  in  a  manuscript  class  paper  which  I  wrote  out 
from  week  to  week  and  slipped  around  the  class  after  recitations,  the 
name  of  which  was  The  Eagle  Eye.  Several  times  as  we  ex- 
changed class-rooms  in  the  general  rush  (a  system  open  to  improve- 
ment, I  think)  this  paper,  of  the  size  of  a  sheet  of  foolscap,  was 
extracted  from  under  my  vest  with  a  sleight  of  hand  which  puzzled 
me,  but  finally  I  caught  my  classmate  in  the  act  of  taking  it  thus 
insidiously,  and  the  expression  upon  his  countenance  was  that  of 
hatred  or  terror  of  the  object  he  stole.  I  also  observed  that  he  could 
do  tricks  against  the  professors  he  disliked,  such  as  our  philosophi- 
cal chemist,  Professor  Boye,  who  had  many  of  the  national  quali- 
ties of  the  Dane,  among  them  suspicion  and  retaliation.  As  a  bean- 
thrower  our  classmate  was  a  clean  wizard.  Once  he  came  to  the 
school  scared,  scarred,  and  patched,  and  with  his  watch  in  a  handful 
of  dissected  parts ;  robbers  had  attacked  him  coming  to  school  and 
he  was  the  subject  of  wondering  sympathy.  It  was  almost  over- 
looked that  at  the  time  he  had  run  over  the  '  fifty  notes,'  or  bad 
marks,  which  constituted  a  '  special  offence,'  and  required  one's 
father  to  be  produced  at  school  to  promise  reform  or  his  son's  sus- 
pension. We  feared  our  fathers  more  than  we  obeyed  the  Faculty. 

"  I  was  taken  aside  one  morning  before  the  iron  gates  opened  to 
let  us  into  the  yard  by  a  young  gentleman  of  a  higher  class  named 
Mitchell,  who  requested  of  me  to  tell  him  something  of  the  nature  of 
the  boy  I  have  described.  I  asked  his  reasons.  Master  Mitchell  said 
that  he  visited  in  the  family  of  Dr.  Hare,  the  eminent  chemical 
teacher  and  apparatus  inventor,  and  that  Dr.  Hare  had  become  so 
intensely  interested,  if  not  '  converted,'  to  Spiritualism  that  his 


174  HISTORY    OF   THE 

family  feared  he  was  the  victim  of  his  medium,  who  had  while  under 
the  '  influence'  tossed  up  stoves  and  '  did  many  wonderful  works.' 
I  then  learned  what  the  whole  class  was  ignorant  of,  that  my  butt, 
who  so  feared  a  publication,  had  for  some  time  travelled  in  Canada, 
etc.,  with  Dr.  Hare,  doing  the  medium  tricks  which  seemed  to  the 
lecturer,  Hare,  and  his  audience  to  be  little  less  than  supernatural. 

"  I  told  Mr.  Mitchell  that  I  believed  my  classmate  to  come  from 
the  devil  and  to  do  his  works.  Thus,  in  a  school  of  six  hundred 
boys,  are  to  be  found  all  the  varieties  of  settled  character. 

"  My  enforced  walk,  through  want  of  money  and  of  street-cars  or 
stages,  of  four  miles  daily  for  two  hundred  and  forty  days  in  the 
year  to  and  fro,  or  near  four  thousand  five  hundred  miles, — I  lived 
in  South  Penn,  Cohocksink,  and  Kensington, — was  equal  to  a  fifth 
or  sixth  of  the  earth's  circumference.  I  had  a  tendency  to  throat 
and  pulmonary  disease,  and  learned  to  throw  my  chest  out,  and  often 
used  a  sort  of  stop-cock  inhaler,  which  my  father  had,  to  arrest  the 
breath  upon  the  lungs.  For  over  forty  years  I  have  had  a  strong 
constitution. 

"  The  High  School  Journal  was  founded  in  May,  1857,  the  result 
of  a  circular  issued  by  '  Graduates,' — its  only  office  a  box  in  Blood's 
Dispatch.  Not  much  original  matter  appeared  until  July,  when  my 
first  composition,  a  speech  in  verse,  appeared  in  Number  3,  and  a 
personal  to  '  try  for  the  prizes.'  The  next  month  I  was  taken  in  as 
sub-editor,  having  meantime  learned  that  the  proprietor's  name 
(George  Nathaniel  Townsend)  was  nearly  my  own  name,  though 
he  was  no  connection  of  mine.  Having  responsibilities  in  the  paper,, 
I  altered  my  relation  to  '  Editorial  Correspondent'  and  began  to 
write  my  full  name. 

"  The  '  Literary  Congress,'  started  that  winter,  had  a  certain  con- 
temporaneousness with  The  High  School  Journal,  and  the  Shelley 
and  the  Bryant  Literary  Institutes  were  started  by  me.  The  paper  also 
got  us  the  free  entry  to  the  theatres.  Among  Mr.  George  N.  Town- 
send's  assistants  were  O.  D.  Martin,  H.  C.  Lukens,  Edward  Craig 
Mitchell,  and  Charles  Henry  Brock. 

"  Mr.  G.  N.  Townsend,  afterwards  unfortunate,  was  to  me  a  most 
friendly  and  partial  assistant  to  seek  the  ways  of  the  press.  The 
paper  for  a  while  became  a  weekly  under  the  name  of  The  School 
Journal.  Its  best  influence  otherwise  was  to  touch  the  spirit  of 
literature  and  give  a  local  emphasis  to  the  High  School. 

"  The  Bush  Eel,  of  which  a  few  numbers  appeared,  was  more 
rapturously  hailed  in  the  school,  ministering  to  the  delights  of  mis- 


CENTRAL    HIGH    SCHOOL  175 

chief.  It  emanated  from  some  class  above  mine.  Subsequently, 
Adam  Everly,  who  was  in  a  different  division  of  my  class,  revived 
the  character  of  The  Bush  Eel  in  a  small  sheet  called  The  High 
School  Reporter,  to  which  Brock  and  I  contributed.  It  contained 
some  clever  travesties  upon  Professors  Rhoads,  Boye,  and  Edward 
Vogdes.  As  every  boy  who  was  found  reading  these  pages  was 
warned  of  his  immediate  expulsion,  the  cold  sweat  sometimes  broke 
upon  our  brows.  Mr.  Everly  had  left  the  school  before  he  launched 
his  paper. 

"  Base-ball  became  an  institution  whilst  I  was  in  the  High  School, 
and  Wilkins  of  my  class  was  in  the  earliest  professional  teams. 

"  To  show  that  our  High  School  letters  of  that  day  were  not  be- 
neath collegiate  credit  I  will  mention  the  fact  that  two  of  my  poems 
which  I  recited,  or  '  spoke/  in  the  lecture-room  were  afterwards 
joined  together  and  sold,  after  I  entered  the  press,  to  the  class  poet 
of  an  old  and  distinguished  college  as  his  original  composition  upon 
the  valedictory  occasion. 

"When  I  was  about  to  graduate,  without  any  fixed  purpose  for 
the  future,  a  Mr.  Child,  who  had  passed  out  of  the  school  some  time 
before,  came  to  see  me  at  the  Alumni  meeting  and  invited  me  to 
join  the  newspaper  staff  of  The  Inquirer,  which  was  soon  to  be  mod- 
ernized by  a  member  of  Class  No.  I  of  the  High  School,  Mr.  George 
Harding.  I  owed  this  happily  embraced  opportunity  to  my  writing 
and  speaking  while  a  student,  and  in  no  other  way  that  I  can  think 
of  would  I  have  become  so  promptly  started  upon  the  press. 

"  The  Controllers  of  the  school  I  sometimes  came  near,  as  well  as 
their  clerks,  in  their  building  upon  Washington  Square.  They 
seemed  to  me  to  be  worthy,  conscientious  officers  of  the  city,  and 
of  address  equal  to  their  character. 

"  GEORGE  ALFRED  TOWN  SEND/' 

So,  from  a  leader  in  public  affairs,  from  one  successful 
in  the  larger  concerns  of  business,  and  from  a  journalist 
and  litterateur  who  has  made  permanent  contributions 
to  the  world's  thought  come  testimonies  to  the  useful  life 
and  wholesome  tone  of  the  school  in  these  early  days. 


176  HISTORY    OF   THE 


CHAPTER    IX 

NICHOLAS  H.   MAGUIRE  AND  THE  CIVIL  WAR 

THE  resignation  of  John  S.  Hart  committed  to  the 
Board  of  Controllers  a  most  delicate  and  responsible 
trust,  in  the  selection  of  a  successor.  There  was  no  lack 
of  qualified  candidates,  six  well-known  teachers  having 
filed  applications  for  a  position  which  was  well  recognized 
to  be  the  most  important  in  the  public  school  system  of 
Philadelphia.  Two  members  of  the  Hart  Faculty  were 
among  the  aspirants,  and  it  is  probable  that  the  election 
of  either  would  have  continued  the  earlier  traditions  of 
the  school.  There  were  three  applicants  from  outside  of 
Philadelphia,  but  the  name  which  found  favor  with  the 
Committee  was  that  of  Nicholas  H.  Maguire,  A.M.,  one 
of  the  most  successful  of  the  grammar-masters  of  the 
city. 

Professor  Maguire  was  then  in  the  prime  of  life,  in 
his  forty-fourth  year.  His  early  training  was  obtained 
at  a  school  in  Frederick,  Maryland,  and  later  he  was 
graduated  from  Mount  St.  Mary's  College,  where  he 
afterwards  obtained  the  degree  of  Master  of  Arts.  His 
tastes  led  him  naturally  to  the  teacher's  life,  and  during 
his  young  manhood  he  taught  in  several  private  schools 
in  and  near  Philadelphia.  In  1842  he  was  elected  prin- 
cipal of  the  Coates  Street  (afterwards  Hancock)  Gram- 
mar School,  and  there  he  served  until  his  election  to  the 


CENTRAL    HIGH    SCHOOL  177 

High  School.  During  this  period  of  sixteen  years  he 
was  in  the  forefront  of  the  city's  teachership.  Gracious 
in  his  bearing,  kindly  and  sympathetic  in  his  manner, 
approachable  to  even  the  most  humble,  he  made  many 
warm  friends  among  his  pupils  and  their  parents.  And 
as  one  of  his  pupils  was  serving  in  1858  as  chairman  of 
the  High  School  Committee,  it  may  well  be  appreciated 
that  his  case  did  not  suffer  for  lack  of  effective  presenta- 
tion. 

The  promotion  of  an  efficient  administrator  of  a 
lower  school  to  the  principalship  of  the  High  School  was 
criticised  by  some  on  the  ground  that  success  in  one 
field  was  not  of  necessity  evidence  of  ability  in  another. 
Prior  to  1858  four  of  the  teachers  of  the  High  School 
had  prepared  for  their  work  by  teaching  in  the  elemen- 
tary schools,  and  some  of  the  most  distinguished  mem- 
bers of  the  Faculty  are  included  in  this  list.  The  ambi- 
tious grammar-master  was  at  the  top  of  his  profession, 
unless  he  could  win  advancement  in  the  High  School. 
But,  on  the  other  hand,  it  was  felt  by  many  that  the  mem- 
bers of  the  High  School  Faculty  should  be  specialists, 
each  trained  in  his  particular  line.  It  was  from  this  point 
of  view  that  the  appointment  of  a  principal  whose  ex- 
perience had  been  acquired  with  younger  pupils  was 
criticised. 

Nevertheless,  the  election  of  Mr.  Maguire  can  be  de- 
fended on  wise  and  salutary  grounds.  Dr.  Bache  and 
Professor  Hart  had  given  impetus  to  the  whole  school 
system,  and  by  brilliant  initiative  had  introduced  ideas 
and  methods  of  great  value.  But  it  was  felt  that  the 
next  stage  in  development  should  be  devoted  to  unifying 
and  coordinating  what  had  been  so  successfully  origi- 


12 


1 78  HISTORY   OF   THE 

nated,  and  in  this  work  one  who  knew  the  elementary 
system  intimately  was  better  fitted  for  the  leader's  part. 

This  argument  prevailed,  and  on  December  14,  1858, 
Professor  Maguire  was  elected  principal  and  served  for 
eight  years,  until  July,  1866.  This  administration  com- 
prised the  stormiest  period  in  the  history  of  the  High 
School,  and  is  the  least  pleasant  for  the  historian  to  con- 
template. The  Faculty  was  not  harmonious,  cliques 
having  been  formed  among  the  professors;  the  High 
School  Committee  changed  its  membership  frequently 
and  there  was  no  stability  in  its  policy ;  the  principal  was 
not  able  to  do  his  best  work,  and  hence  grave  doubts  as 
to  his  competency  arose;  politics  continued  to  play,  an 
important  part  in  the  management;  and,  worst  of  all, 
there  was  a  captious  and  bitter  spirit  shown  by  all  con- 
cerned that  led  to  personalities  of  the  most  flagrant  type. 
Over  all  these  details,  except  in  so  far  as  is  absolutely 
necessary  for  coherence,  let  time  draw  its  veil. 

The  changes  in  the  Faculty  were  quite  frequent,  eleven 
professors  and  one  assistant  having  been  elected  during 
this  period.  Before  the  inauguration  of  the  new  Presi- 
dent, Professor  Bregy  resigned  from  the  chair  which  he 
had  filled  so  well  to  accept  a  professorship  at  Girard 
College.  His  successor  was  Georges  Gerard,  A.M.,  a 
native  of  France,  who  taught  in  the  High  School  for 
almost  three  years.  If  he  had  understood  the  American 
boy,  Professor  Gerard  might  have  been  a  successful 
teacher,  for  his  ability  in  other  fields  was  unquestioned. 
Like  many  teachers  of  foreign  nationality,  however,  he 
was  the  victim  of  the  plots  and  pranks  of  the  mischievous, 
and  this  detracted  from  the  value  of  his  work  at  the 
school.  The  school  papers  of  this  period  record  that  in 


NICHOLAS   HARPER    MAGUIRE 

Principal,  1858-1866 


CENTRAL    HIGH    SCHOOL  179 

the  judgment  of  the  boys  he  had  one  serious  fault, — 
a  propensity  for  "  noting,"  and  sometimes  the  wrong 
fellow ! 

Early  in  1859,  Professor  Boye  resigned  because  of  ill 
health,  and  was  succeeded  by  a  graduate  of  the  High 
School  of  the  Second  Class  and  a  distinguished  scientist, 
Dr.  B.  Howrard  Rand.  He  was  an  alumnus  of  Jeffer- 
son Medical  College,  and  had  lectured  on  chemistry  for 
ten  years  as  a  member  of  the  Faculties  of  Franklin  In- 
stitute and  Philadelphia  Medical  College.  Dr.  Rand's 
service  in  the  High  School  was  short,  from  1859  to  1864, 
but  he  is  remembered  as  an  efficient  teacher,  whose  thor- 
ough mastery  of  his  subject  won  for  him  the  respect  of 
his  pupils.* 

Shortly  after  Dr.  Rand's  election  the  Controllers  de- 
termined to  reintroduce  the  study  of  German,  and  the 
professorship  in  that  subject  was  first  filled  by  Romain 
Lujeane,  an  Italian  by  nativity,  whose  residence  in  Ger- 
many for  several  years  had  given  an  adequate  knowl- 
edge of  the  language  which  he  was  now  appointed  to 
teach.  This  selection  was  unfortunate,  in  that  it  aroused 
the  enmity  of  the  German-Americans,  who  form  a  large 
and  potent  element  in  the  city's  population,  and  who 


*  In  1862,  John  Kingsbury,  LL.D.,  formerly  Superintendent  of 
Schools  in  Rhode  Island,  visited  the  High  School,  and  reported: 
"  We  were  particularly  pleased  with  the  chemical  laboratory,  not 
with  the  room,  or  with  the  chemicals,  or  apparatus,  but  with  the  un- 
mistakable evidence  that  there  was  work  done  there.  In  most  of 
our  colleges  there  is  very  little  practical  knowledge  of  chemical  ex- 
periments given  to  the  students.  Here,  however,  we  were  informed 
that  the  chemicals  were  put  into  the  hands  of  the  pupils  and  they 
are  taught  to  perform  the  experiments  themselves." 


i8o  HISTORY    OF   THE 

united  in  a  mammoth  protest  against  the  selection  of  an 
Italian  to  teach  German. 

This  led  to  Mr.  Lujeane's  retirement,  and  after  a  com- 
petitive examination  conducted  with  great  care,  Lewis 
Angele  was  elected  to  fill  the  chair.  The  new  incumbent 
was  German  by  birth  and  a  graduate  of  the  University 
of  Tubingen.  He  had  lived  in  America  for  fourteen 
years,  and  had  won  an  excellent  reputation  as  a  teacher 
of  ability.  For  about  the  same  period,  until  September, 
1874,  he  taught  in  the  High  School,  and  made  friends 
by  an  honest  simplicity  of  manner  and  a  kindly  heart.* 

Within  a  few  months  after  Professor  Hart's  resigna- 
tion Mr.  Williams  resigned  his  assistancy  to  enter  upon 
the  study  of  law,  and  in  his  place  came  Jacob  G.  H.  Ring, 
Jr.,  a  graduate  of  the  school  of  high  standing,  who  had 
been  teaching  for  three  years  in  country  schools.  At  the 
close  of  1 86 1  three  changes  were  made  in  the  Faculty. 
On  account  of  old  age  Professor  McMurtrie  resigned 
the  chair  that  he  had  filled  so  honorably  and  well,  and 
at  the  same  time  Professors  William  Vogdes  and  Georges 
Gerard  were  retired.  It  is  greatly  to  be  regretted  that 
even  yet  there  is  no  comprehensive  pension  system  among 
the  Philadelphia  teachership,  whereby  those  who  have 
served  faithfully  and  efficiently  may  win  honorable  re- 
tirement. Until  some  adequate  plan  of  pensioning  is 
introduced  the  system  will  always  suffer  from  superan- 
nuation, for  the  sympathy  of  Alumni  will  keep  teachers 


*  One  of  his  amusing  methods  of  teaching  the  pronunciation  of 
the  German  letters  was  as  follows :  "  Make  a  round  mouth  as  if  you 
were  going  to  vistle  (but  do  not  vistle),  and  then  say  *  e.' "  Of 
course  somebody  would  invariably  whistle. 


CENTRAL   HIGH    SCHOOL  181 

in  position,  even  to  the  detriment  of  the  service.  This  has 
been  illustrated  several  times  in  the  history  of  the  High 
School.  x. 

These  new  vacancies  were  filled  by  competitive  ex- 
amination, conducted  by  experts  in  the  various  fields, — 
a  favorite  method  of  the  period,  and  one  that  has  many 
commendable  features.  Certainly  at  this  time  it  gave  to 
the  school  three  highly  inspiring  and  cultured  teachers, 
whose  service  in  the  Faculty  was  helpful,  useful,  and 
efficient.  Professor  Bregy  won  the  succession  to  Gerard 
and  returned  to  his  old  chair.  Dr.  McMurtrie  was  suc- 
ceeded in  the  professorship  of  Anatomy,  Physiology,  and 
Natural  History  by  Henry  Hartshorne,  a  graduate  of 
Haver  ford  and  of  the  Medical  Department  of  the  Uni- 
versity of  Pennsylvania.  Dr.  Hartshorne  was  an  illus- 
trious scientist  and  an  excellent  teacher.  During  his 
career  he  held  professorships  at  the  University  of  Penn- 
sylvania, Haverford,  Girard  College,  Women's  Medical 
College,  and  Pennsylvania  College  of  Dental  Surgery. 
He  rendered  great  service  to  medical  science  by  his  ex- 
periments upon  the  use  of  chloroform  and  by  numerous 
scientific  writings.  His  stay  at  the  High  School  was  not 
long,  covering  the  period  from  1862  to  1867,  but  when 
he  resigned  to  accept  a  similar  position  with  his  Alma 
Mater,  there  was  sincere  regret  at  the  loss  of  a  teacher 
whose  ability,  refinement,  and  scholarship  had  added 
materially  to  the  progress  of  the  school.* 

*  Dr.  Hartshorne  died  February  10,  1897,  at  Tokio,  Japan.  At  the 
funeral  services  the  closing  prayer  was  offered  by  Rev.  A.  A.  Ben- 
nett, of  the  Fiftieth  Class,  Central  High  School,  who  is  a  missionary 
stationed  at  Yokohama,  and  who  hastened  to  Tokio  to  pay  a  tribute 
of  respect  to  his  teacher  of  thirty  years  before. 


182  HISTORY   OF   THE 

The  third  of  the  new-comers  in  the  Faculty  was 
Joseph  W.  Wilson,  who  had  been  graduated  from  the 
school  in  1855.  A  seven  years'  experience  as  a  teacher 
at  Germantown  and  as  principal  of  the  Norristown  High 
School  well  qualified  him  for  his  work,  and  he  served  the 
High  School  with  fidelity  and  efficiency  until  his  death  in 
1880.  For  sixteen  years  Professor  Wilson  held  the 
chair  of  Mathematics,  but  in  1878  he  was  transferred  to 
the  department  of  English  Literature,  which  had  been 
his  principal  avocation  during  his  teaching  life.  He  was 
one  of  the  most  highly  respected  of  the  later  Faculty, — 
a  position  won  by  an  exemplary  devotion  to  the  work 
which  he  so  highly  esteemed  and  by  a  kindly  modesty  of 
demeanor  which  was  a  sign  of  the  true  worth  of  the  man. 

In  the  autumn  of  1862,  Professor  MacNeill  resigned, 
to  seek  a  less  sedentary  employment;  but  before  he  had 
started  on  the  new  career  that  had  opened  to  him,  his 
health  broke,  and  within  a  few  weeks  of  his  resignation 
his  former  colleagues  were  called  upon  to  mourn  his 
death.  As  a  result  of  another  competitive  examination, 
Joseph  B.  Beale,  who  had  just  been  graduated  from  the 
school  with  the  Thirty-ninth  Class,  was  elected  Professor 
of  Drawing  and  Writing.  Professor  Beale  was  an  artist 
and  an  expert  illustrator,  and  won  his  position  through 
his  natural  talents.  His  service  at  the  school  continued 
until  the  reorganization  in  1866,  and  since  that  time  he 
has  devoted  himself,  with  marked  success,  to  painting  and 
to  artistic  illustration. 

A  well-earned  change  in  grade  was  brought  about  in 
May,  1863,  when  Mr.  Howard  and  Mr.  Ring,  who  were 
teaching  History  and  Latin  respectively,  were  admitted 
to  the  Faculty  as  professors  in  these  subjects.  When 


CENTRAL    HIGH    SCHOOL  183 

Professor  Rand  resigned  in  1864  to  accept  a  professor- 
ship in  Jefferson  Medical  College,  another  examination 
was  held,  as  a  result  of  which  Lemuel  Stephens  was 
elected  Professor  of  Natural  Philosophy  and  Chemistry. 
A  graduate  of  Harvard,  equipped  with  years  of  study  at 
the  German  universities  and  with  almost  thirty  years'  ex- 
perience as  a  teacher  of  science  at  several  collegiate  in- 
stitutions, Dr.  Stephens  might  well  have  been  expected  to 
attain  to  great  usefulness  in  the  High  School  Faculty, 
but  he  too  was  a  victim  of  the  reorganization  of  1866. 

Such,  then,  were  the  changes  in  the  teaching  corps 
during  Professor  Maguire's  administration.  Most  of  the 
appointments  were  the  result  of  competitive  examina- 
tions, by  which  system  teachers  for  the  High  School 
have  occasionally  been  chosen.  While  much  may  be 
said  in  criticism  of  such  a  method,  yet  it  gave  to  the 
school  at  this  period  some  excellent  men,  who  fully  main- 
tained the  traditions  of  fidelity,  service,  and  loyalty  to  the 
public  school  system. 

The  curriculum  of  this  period  underwent  but  slight 
modification.  Professor  Maguire  was  not  wholly  in 
sympathy  with  the  course  of  study  which  his  predecessor 
had  arranged.  It  covered  a  wide  field,  but  it  lacked  in 
thoroughness.  Therefore  the  few  changes  at  this  time 
were  made  with  a  view  to  increase  the  efficiency  by 
preventing  an  undue  scattering.  Then,  too,  Professor 
Maguire  did  not  share  in  Professor  Hart's  keen  interest 
in  educational  experimentation,  so  he  pursued  no  novel- 
ties. In  his  first  report  the  new  principal  criticised  the 
study  of  phonography,  the  benefits  of  which,  in  his  judg- 
ment, were  confined  to  less  than  five  per  cent,  of  the  stu- 
dents, and  he  advocated  a  strong  course  in  bookkeeping 


1 84  HISTORY    OF    THE 

in  its  stead.  In  1861  there  was  a  distinct  lowering  of  the 
standard,  when  algebra  was  dropped  from  the  list  of 
entrance  requirements  and  hence  from  the  elementary 
curriculum,  not  to  be  taught  in  the  grammar  schools  for 
thirty-five  years,  when  it  was  reintroduced  at  the  sug- 
gestion of  Dr.  Edward  Brooks.  There  was  a  continuous 
pressure  from  the  grammar  Schools  in  favor  of  a  lower 
standard  for  entrance  to  the  higher  school,  and  in  a 
measure  this  reacted  unfavorably  upon  the  High  School 
course.  Among  the  grammar-masters  there  was  a  keen 
rivalry  over  this  examination,  to  which  added  zest  was 
given  by  the  expectation  that  those  who  prepared  most 
successfully  for  the  High  School  would  in  time  be  called 
to  the  higher  school  work.  The  editor  of  The  Ohio 
Educational  Monthly  found  much  to  criticise  when,  in 
1865,  he  inspected  the  Philadelphia  educational  system, 
and  the  "  cramming"  in  the  elementary  schools,  in  order 
that  a  large  proportion  might  be  admitted  to  the  High 
School,  won  a  scathing  rebuke.  Perhaps  an  equal  evi- 
dence of  educational  retrogression  may  be  taken  from  the 
minute-books  of  the  High  School  Faculty.  In  1864  the 
Faculty  resolved  that  a  return  to  an  elective  system  would 
be  ill-advised  and  injudicious.  Thus  the  school  which 
since  its  establishment  had  taken  the  initiative  abaif- 
doned  the  principle  with  which  to-day  educational  pro- 
gress seems  allied. 

The  discipline  61  the  school  was,  perhaps,  on  as  high 
a  plane  as  could  be  expected  during  a  period  of  strife 
marked  by  internal  dissension  in  the  government.  Pro- 
fessor Maguire  was  popular  with  the  students,  who  wel- 
comed the  principal  as  a  friend  and  even  as  a  playmate 
as  well  as  a  director.  The  chief  student  difficulty  of 


CENTRAL    HIGH    SCHOOL  185 

the  period  arose  out  of  the  graduation  of  the  Thirty- 
third  Class,  which  occurred  in  February,  1859,  when  the 
new  principal  had  scarcely  learned  the  routine  of  his 
duties. 

The  controversy  over  the  election  of  the  orator  and 
poet  for  the  farewell  to  Professor  Hart  had  stirred  up  a 
feeling  of  restlessness  among  the  students.  It  was  a 
transition  period  in  the  life  of  the  school,  and  the  new 
administration  was  as  yet  but  faintly  in  touch  with  many 
elements  of  the  school's  life.  Recess  meetings  were  held 
by  the  older  boys  and  discipline  was  in  a  generally  uncer- 
tain condition.  It  was  just  at  this  time  that  the  members 
of  the  graduating  class  raised  the  question  as  to  the  num- 
ber of  Commencement  tickets  which  they  should  receive, 
— the  demand  being  very  great  for  admission  to  what 
was  then  one  of  the  most  eagerly  looked  for  events  of  the 
year.*  The  question  of  distribution  was  referred  to  the 
High  School  Committee,  whose  chairman  at  that  time  was 
Washington  J.  Jackson.  The  students  requested  that 
they  might  receive  fifty  tickets  apiece,  and  a  respectful 
petition  to  that  effect,  signed  by  the  whole  class,  was  pre- 
sented to  the  High  School  Committee;  but  when  the 
leaders  of  the  class  called  upon  Mr.  Jackson,  the  personal 
interview  led  to  difficulty  and  finally  open  rupture,  and  it 
is  even  recorded  that  the  students  were  forcibly  ejected 
from  Mr.  Jackson's  office.  To  the  independent  and  ebul- 
lient High  School  boy,  who  upon  Commencement  is  apt 
to  consider  himself  a  potentate  of  considerable  impor- 
tance, such  an  insult  was  not  to  be  endured.  Presently 


*  At  one  of  the  earlier  Commencements  in  1849  there  was  a  con- 
siderable panic  at  the  hall  on  account  of  the  demand  for  admission. 


1 86  HISTORY    OF    THE 

the  graduates  were  informed  that  they  would  receive 
twenty  tickets,  and  at  a  student  meeting  a  few  days  later 
some  of  the  Commencement  orators  expressed  repugnance 
to  speaking  at  a  Commencement  held  under  circum- 
stances which  indicated  a  total  disregard  of  their  feel- 
ings and  what  they  esteemed  to  be  their  rights.  A  peti- 
tion was  therefore  presented  to  the  High  School  Com- 
mittee three  days  before  Commencement,  signed  by  ten 
of  the  orators,  asking  for  an  additional  supply  of  ten 
tickets,  and  stating  their  firm  resolution  not  to  speak  un- 
less their  wishes  were  complied  with. 

There  is  no  question  that  if  John  S.  Hart  had  been 
principal  of  the  school,  or  if  Professor  Maguire  had  had 
time  to  become  firmly  seated,  the  petition  would  never 
have  reached  the  High  School  Committee,  and  the  whole 
matter  would  have  been  arranged  by  mutual  forbearance 
and  conference;  but  in  the  then  unsettled  condition  of 
the  school  administration  the  petition  was  forwarded  to 
its  destination  and  treated  very  cavalierly  by  the  govern- 
ing body.  The  High  School  Committee  adopted  resolu- 
tions that  the  communication  thus  presented  should  be 
returned  as  inadmissible,  and  that  unless  a  written 
apology  should  be  sent  to  the  principal  of  the  school  by 
the  parties  signing  the  communication  before  the  hour  for 
Commencement,  Professor  Maguire  would  be  directed 
to  erase  the  names  of  the  persons  refusing  so  to  do  from 
the  list  of  speakers,  and  that  the  Faculty  would  substi- 
tute other  speakers;  and,  furthermore,  that  the  diplomas 
of  the  recalcitrant  students  would  be  withheld.  When 
the  leaders  of  the  insurrection  learned  of  this  action  by 
the  Committee  they  allowed  two  of  their  number  to  per- 
form the  parts  originally  assigned  to  them,  because  they 


CENTRAL    HIGH    SCHOOL  187 

were  about  to  pursue  higher  courses  of  study  for  which 
the  degree  was  necessary,  but  eight  of  the  group  refused 
to  weaken,  and  the  next  day  when  the  Commencement 
was  held  a  new  list  of  speakers  took  part  in  the  exercises. 
As  a  last  blow  at  the  Committee,  Joel  Cook  and  his 
brother  Richard  printed  the  famous  "  Valedictory  Mani- 
festo." It  was  set  up  overnight  in  a  printing-office  and 
several  hundred  copies  were  struck  off.  These  were  dis- 
tributed to  the  public  upon  the  afternoon  of  Commence- 
ment, and  we  are  told  that  as  a  result  the  sympathy  of 
those  present  was  very  largely  with  the  insurrectionists. 
The  action  of  the  Committee  was  carried  out  and  the 
eight  were  refused  their  diplomas;  but  in  a  year's  time 
milder  counsels  prevailed,  and  the  Committee  then  di- 
rected that,  inasmuch  as  these  students  had  completed 
the  course  satisfactorily,  they  were  justly  entitled  to  their 
degrees.  One,  however,  never  asked  for  his  diploma: 
Joel  Cook  treasures  to  this  day  an  empty  tin  case,  which 
is  the  only  official  sign  of  his  graduation  from  the  Cen- 
tral High  School. 

Perhaps  the  chief  solace  of  these  eight  recalcitrants  was 
the  thought  that  they  were  martyrs  in  a  good  cause,  for 
this  fight  led  to  a  more  liberal  treatment  of  the  graduates 
in  the  Commencements  that  followed. 

An  interesting  religious  movement  was  felt  in  tha 
school  at  this  time  that  was  probably  one  of  the  manifes- 
tations of  the  great  revival  of  1857,  when  the  Young 
Men's  Christian  Association  was  formed  in  Philadelphia. 
A  number  of  the  students  of  the  High  School,  under  the 
leadership  of  Professor  MacNeill,  formed  a  Christian 
society  and  held  weekly  prayer-meetings  in  a  church 
room  near  the  school  corner.  In  1859  permission  to  meet 


1 88  HISTORY    OF   THE 

in  one  of  the  school-rooms  was  asked  of  the  High  School 
Committee,  but  after  careful  deliberation  the  request  was 
refused  on  the  twofold  ground  that  it  would  invalidate 
the  insurance  and  that  it  was  inexpedient  from  the  point 
of  view  of  policy. 

After  Professor  Maguire  had  become  thoroughly  ac- 
quainted with  the  school  and  its  problems,  he  proposed 
a  change  in  the  method  of  discipline  that  was  in  full  ac- 
cord with  the  kindliness  of  his  own  disposition.  He  did 
not  believe  that  conduct  should  be  a  factor  in  determining 
the  standing  of  a  pupil.  "  Progress  from  one  division 
to  another  depends  upon  scholarship,  while  the  right  of 
attendance  is  determined  by  conduct."  He  therefore  pro- 
posed the  abolition  of  the  long-established  policy  of  de- 
ducting from  the  term  average  the  demerit  notes  for 
misconduct.  When  this  plan  had  received  the  approval 
of  the  Committee  it  was  put  in  operation,  and,  although 
it  was  not  unanimously  endorsed  by  the  Faculty,  there 
can  be  no  question  that  it  was  a  change  sound  in  policy 
and  just  in  equity.  Professor  Maguire  cited  the  case 
of  one  pupil  who  had  attained  to  a  high  average  for 
scholarship  in  every  branch,  but  whose  demerits  brought 
his  average  below  the  standard  for  promotion;  hence 
he  would  have  been  required  to  repeat  a  year's  work  that 
he  had  already  thoroughly  mastered. 

Another  improvement  which  also  served  the  ends  of 
justice  was  the  adoption  of  a  Faculty  resolution  that 
"  In  case  of  appeal"  [from  the  mark  of  an  examination 
paper]  "  the  student  shall  have  the  privilege  of  reading 
and  examining  his  written  answers  in  the  presence  of  the 
professors."  While  this  custom  certainly  imposes  an 
extra  burden  upon  teachers,  especially  from  captious  and 


CENTRAL    HIGH    SCHOOL  189 

unreasonable  students,  it  is  thoroughly  justified  by  the 
great  good  that  results  from  allowing  the  student  an 
opportunity  of  satisfying  himself  that  he  has  been  fairly 
treated.  It  is  to  be  regretted  that  in  the  changes  that 
have  come  with  the  expansion  of  the  school  this  custom 
has  degenerated  from  a  right,  guaranteed  by  Faculty 
rule,  to  a  doubtful  privilege,  dependent  upon  each  pro- 
fessor's individual  decision. 

In  common  with  the  entire  American  people,  the  school 
was  profoundly  affected  by  the  Civil  War.  As  soon  as 
the  firing  on  Sumter  was  announced  there  was  a  patriotic 
celebration  at  the  High  School,  concluding  with  a  flag- 
raising.  Thenceforward,  upon  every  possible  occasion, 
there  were  celebrations  and  exercises  with  the  view  of 
awakening  in  the  students  the  keenest  interest  in  a  strug- 
gle in  which  so  much  was  involved.  There  was  ample 
opportunity  for  this.  The  early  connection  between  the 
High  School  and  West  Point  had  led  an  unusually  large 
number  of  the  school's  graduates  to  the  Military  Acad- 
emy, and  they  were  now  to  be  found  in  every  depart- 
ment of  the  national  service.  The  first  regular  army 
officer  to  be  killed  in  the  war  was  Lieutenant  John  T. 
Greble,  of  the  Sixteenth  Class,  who  was  killed  at  the 
battle  of  Big  Bethel.  Not  only  did  the  Faculty  and  stu- 
dents adopt  resolutions  of  regret,  but  it  is  also  recorded 
that  both  officially  attended  the  funeral  exercises  of  this 
gallant  young  Alumnus. 

As  it  became  evident  that  the  war  would  not  be  a 
mere  summer  campaign,  many  of  the  older  students  en- 
listed for  volunteer  service.  In  February,  1861,  a  class 
of  sixty-three  was  graduated,  while  five  months  later  the 
graduating  class  numbered  but  twenty-four,  and  in  the 


190  HISTORY    OF    THE 

summer  of  the  Gettysburg  campaign  the  graduates  were 
but  eighteen.  In  order  to  signalize  the  school's  apprecia- 
tion of  the  larger  interests  that  were  involved  in  this  great 
conflict  the  Faculty  adopted,  unanimously,  a  rule  that  any 
pupil  of  A  or  B  (the  Senior  year)  who  should  enlist 
in  defence  of  the  Union  should  have  the  privilege  of 
graduating  with  his  class,  and  if  any  student  of  a  lower 
section  enlisted,  he  would  be  reinstated  upon  his  return. 
This  rule  was  first  utilized  in  February,  1863,  when 
Joseph  Morgan,  formerly  of  the  graduating  class,  who 
was  then  an  engineer  in  the  United  States  navy,  was 
given  his  degree  with  his  fellows. 

The  members  of  the  Faculty  set  a  good  example,  of 
patriotism  to  the  student  body.  During  the  Antietam 
campaign  Professors  Kirkpatrick,  Vogdes,  and  Howard 
enlisted,  and  in  the  next  summer  Professors  Howard  and 
Beale  served  at  Gettysburg.  Indeed,  the  war-fever  in 
June  and  July,  1863,  came  very  near  closing  the  school, 
and  a  general  rule  was  passed  whereby  students  who  had 
enlisted  for  temporary  service  were  promoted  on  their 
term  averages,  since  they  could  not  attend  examinations. 
In  the  spring  of  1864  there  was  held  in  this  city  a  great 
fair  for  the  benefit  of  the  United  States  Sanitary  Com- 
mission. Students  and  teachers  united  in  its  support,  and 
not  only  were  collections  of  money  taken  up  in  the  classes, 
but  in  addition  an  Evening  Declamation  Contest  was 
held,  to  which  tickets  of  admission  were  sold,  and  the 
proceeds  given  to  aid  in  the  Commission's  noble  work. 

With  this  patriotic  interest  one  can  understand  the 
sentiments  which  led  Professor  Rhoads  to  offer  in  a 
Faculty  meeting  on  April  13,  1865  (the  last  session  be- 
fore the  Easter  holiday),  a  series  of  resolutions  express- 


GEORGE   STUART 


ISAAC   NORRIS 


CENTRAL    HIGH    SCHOOL  191 

ing  satisfaction  at  the  conclusion  of  the  war,  together 
with  a  keen  appreciation  of  the  illustrious  service  ren- 
dered by  the  Alumni  of  the  school.  With  hearty  unanim- 
ity were  these  resolutions  adopted,  and  then  the  Faculty 
separated  upon  that  holiday,  which  opened  so  auspi- 
ciously and  terminated  so  sadly  for  the  American  people. 
The  next  meeting  of  the  Faculty  was  held  in  conjunction 
with  the  students,  to  take  action  upon  the  death  of  the 
"  honored  head  of  the  government,  greatly  beloved  as  a 
man  as  well  as  revered  as  President."  When  the  funeral 
exercises  were  held  in  Philadelphia  on  April  22,  1865, 
the  Faculty  of  the  Central  High  School  joined  with  those 
who  were  permitted  to  escort  the  remains  of  Abraham 
Lincoln. 

In  his  annual  reports  Professor  Maguire  refers  with 
proper  pride  to  the  active  service  of  the  Alumni  in  the 
Civil  War.  The  pupils  of  the  High  School  were  found 
in  the  army,  in  the  navy  and  marine,  in  the  line  and  in 
the  staff.  In  1862  twenty  took  the  examination  for 
appointment  as  assistant  engineers  in  the  United  States 
navy,  and  not  one  was  rejected.  In  the  report  for  1864 
the  principal  gives  this  summary : 

"  Greble,  Wagner,  and  Waterman,  who  were  sacrifices  offered 
upon  their  country's  altar,  were  among  the  most  distinguished  pupils 
of  our  National  Military  Academy.  No  one  held  a  more  honorable 
position  among  the  chief  engineers  of  the  United  States  navy  than 
the  late  George  Gideon ;  and  wherever  the  story  of  the  '  Kearsarge' 
and  '  Alabama'  is  narrated,  the  name  of  Chief  Engineer  Cushman 
will  not  be  forgotten.  Although  it  is  but  twenty-one  years  since  its 
first  graduates  left  its  halls,  yet  they  are  found  participating  in  the 
municipal,  state,  and  national  councils.  The  record  will  show  that 
hundreds  have  entered  the  regular  or  volunteer  service,  and  won 
their  rank  by  intelligence  and  courage.  The  following  is  an  imper- 
fect list,  but  it  will  give  some  idea  of  the  truth  of  this  assertion: 


192  HISTORY    OF   THE 

Assistant  adjutant-generals,  U.S.A.,  3;  assistant  adjutant-general  of 
Pennsylvania,  i ;  assistant  quartermaster,  U.S.A.,  i ;  brigade  inspec- 
tor, i ;  colonels,  ii ;  lieutenant-colonels,  7 ;  majors,  9;  adjutants,  9; 
sergeant-major,  i;  chaplains,  2;  surgeons  and  assistant  surgeons, 
37 ;  quartermaster,  i ;  hospital  stewards,  4 ;  paymasters,  3 ;  cap- 
tains, 42;  lieutenants,  69;  quartermaster-sergeants,  3;  sergeants, 
18 ;  cadets,  4.  In  the  navy :  Lieutenant-commander,  i ;  ensigns,  2 ; 
surgeons  and  assistant  surgeons,  12 ;  chief  engineers,  4 ;  first  assist- 
ant engineers,  4;  second  assistant  engineers,  14;  third  assistant 
engineers,  33;  midshipmen,  6;  clerks,  6.  Marine  Corps:  Second 
lieutenants,  3 ;  sergeant,  i ;  acting  ensigns,  2 ;  acting  assistant  pay- 
masters, 6.  Total,  316." 

This  magnificent  total  was  incomplete  at  the  time  of 
Professor  Maguire's  compilation,  and  to  swell  the  list 
there  must  be  added  the  privates  and  also  those  who 
served  in  civilian  capacities.  One  High  School  Alumnus 
worked  with  Dr.  Bache  in  directing  the  fortifications 
of  Philadelphia  in  1863;  several  were  engaged  in  mili- 
tary and  topographic  surveys  for  the  War  Department. 
The  names  of  the  three  hundred  and  sixteen  officers, 
whose  ranks  are  indicated  above,  were  printed  in  a  little 
pamphlet,  which  Professor  Maguire  had  published,  en- 
titled "  Contribution  of  the  Central  High  School  of 
Philadelphia  to  the  War,"  and  as  an  appendix  there  were 
given  the  names  of  forty-two  who  had  fallen  in  the 
struggle,  with  the  fine  inscription :  "  Dulce  et  decorum 
est  pro  patria  mori." 

From  the  contemplation  of  the  noble  response  which 
the  High  School  made  to  the  nation's  need  it  is  sad  to 
return  to  the  petty  difficulties  that  beset  the  latter  part  of 
Professor  Maguire's  administration.  The  responsibility 
for  these  must  be  laid,  in  part  at  least,  upon  the  Board  of 
School  Controllers.  Prior  to  1867  the  Controllers  were 
elected  by  the  sectional  school  boards,  and  as  a  result  the 


CENTRAL    HIGH    SCHOOL  193 

Board  was  subject  to  sudden  fluctuations  in  character, 
due  to  political  changes.  Between  1854  and  1864  the 
leading  spirit  was  Know-Nothing,  Democratic,  and  Re- 
publican in  rapid  succession,  and  each  party  felt  itself 
under  a  peremptory  duty  to  discredit  the  policy  of  its 
predecessor.  The  Controllers  were  possessed  of  a  mania 
for  investigating  everything,  including  themselves.  In 
1858  there  was  a  special  inquiry  into  the  cost  of  supplies 
and  text-books.  In  the  next  year  there  was  a  cry  of 
"  fraud"  in  the  examinations  at  the  High  School,  and  it 
was  charged  directly  that  some  students  knew  of  the 
questions  in  advance.  An  investigating  committee  sifted 
the  matter  thoroughly,  and  found  that  a  student  had 
surreptitiously  taken  a  question-paper  from  a  professor's 
desk,  whereupon  the  Faculty  was  declared  free  of  any 
suspicion  of  connivance.  In  1860  it  was  charged  that  some 
High  School  professors  were  in  collusion  with  certain 
grammar-masters,  and  had  shown  to  them  the  entrance 
examination  questions  in  advance,  with  the  result  that 
the  pupils  from  these  favored  schools  received  high  aver- 
ages and  the  principals  were  aided  in  their  canvass  for 
the  next  vacancy  in  the  High  School  Faculty.  In  1862 
a  special  investigation  of  the  High  School  was  ordered, 
which  resulted  in  a  vindication  of  the  principal.  A  few 
months  later  there  was  a  fierce  denunciation  of  a  waste- 
ful contract  for  the  painting  of  a  school  building.  In 
1864  the  principal  of  the  Girls'  High  School  was  com- 
pelled to  retire  as  the  result  of  an  investigation.  And 
two  years  later  came  the  reorganization  of  the  Central 
High  School. 

With  all  of  this  agitation  there  was  a  gradual  weaken- 
ing of  public  confidence  in  the  school  system,  and  this 

'3 


194  HISTORY    OF   THE 

showed  itself  in  the  altered  tone  of  the  public  press  and 
in  renewed  battles  over  the  annual  appropriation.  Early 
in  1866  there  was  an  attempt  in  Common  Council  to 
strike  out  the  items  for  both  the  Girls'  High  School  and 
the  Central  High  School,  and  while  these  motions  did 
not  prevail,  the  minority  numbered  more  than  one-third. 
This  vote  aided  in  forcing  an  examination  into  the  con- 
dition of  the  school.  The  chairman  of  the  High  School 
Committee,  Mr.  James  Freeborn,  who  for  more  than  a 
quarter  of  a  century  exerted  a  strong  influence  in  the 
management,  devoted  much  time  to  personal  visitations 
to  the  school,  and  he  urged  a  complete  reorganization 
in  order  to  restore  harmony.  Early  in  1866  a  special 
Committee  of  the  Controllers  was  appointed  to  investi- 
gate every  department,  and  its  report  recommended  that 
the  positions  of  the  entire  Faculty  should  be  declared 
vacant  on  the  conclusion  of  the  current  term.  With  the 
adoption  of  this  resolution  the  way  was  opened  for  a 
complete  readjustment  of  the  teaching  force,  and  in  the 
reorganization  a  change  in  the  principalship  was  deemed 
expedient. 

Thus  was  concluded  a  stormy  and  exciting  period,  in 
which  the  confusion  and  strife  of  a  warring  world  found 
some  faint  reflection  in  the  little  world  of  school. 


CENTRAL    HIGH    SCHOOL  195 


CHAPTER    X 

THE  PRESIDENCY  OF  GEORGE  JNMAN  RICHE 

IN  planning  for  the  reorganization  of  the  Faculty,  the 
Committee  of  the  Board  of  Controllers  had  recommended 
that  no  one  connected  with  the  school  should  be  con- 
sidered for  the  principalship.  A  new  vitality  was  needed, 
and  it  was  felt  that  this  could  best  come  from  outside. 
While  the  Board  had  no  intention  of  electing  an  entirely 
new  Faculty,  and  in  some  cases  there  was  absolutely  no 
dissatisfaction  with  the  quality  of  the  teaching,  it  was 
decided  to  advertise  extensively  for  applicants  for  the 
vacant  professorships.  The  newspapers  of  Philadelphia, 
Boston,  Pittsburg,  and  New  York  were  utilized  for  that 
service,  probably  the  only  advertisement  for  an  entire 
Faculty  of  fourteen  in  the  history  of  education. 

As  a  result  the  High  School  Committee  reported  thir- 
teen nominations,  and  on  August  27,  1866,  the  following 
were  elected  as  the  new  Faculty  of  the  school : 

GEORGE  INMAN  RICHE,  A.M.,  Principal. 

JAMES  RHOADS,  A.M.,  Professor  of  Belles-Lettres  and  History. 

JAMES  MCCLUNE,  A.M.,  Professor  of  Mathematics  and  Astronomy. 

ZEPHANIAH  HOPPER,  A.M.,  Professor  of  Mathematics. 

JAMES  A.  KIRKPATRICK,  A.M.,  Professor  of  Writing  and  Bookkeep- 
ing. 

EDWARD  W.  VOGDES,  M.D.,  Professor  of  Moral,  Mental,  and  Political 
Science. 

LEWIS  ANGELE,  Professor  of  the  German  Language. 

FRANCOIS  A.  BREGY,  A.M.,  Professor  of  the  French  Language. 

JOSEPH  W.  WILSON,  A.M.,  Professor  of  Practical  Mathematics. 


196  HISTORY    OF   THE 

HENRY  HARTSHORNE,  M.D.,  Professor  of  Anatomy,  Physiology,  and 
Natural  History. 

DANIEL  W.  HOWARD,  A.M.,  Professor  of  History. 

GEORGE  STUART,  A.M.,  Professor  of  the  Latin  Language. 

ISAAC  NORRIS,  M.D.,  Professor  of  Natural  Philosophy  and  Chem- 
istry. 

Ten  of  those  who  were  thus  inducted  into  office  were 
former  members  of  the  Faculty,  who  had  proved  their 
fitness  by  their  past  services;  three  were  new  to  work 
in  the  school,  and  at  their  head  was  the  first  graduate  of 
the  school  who  had  been  called  upon  to  direct  its  adminis- 
tration,— George  Inman  Riche. 

The  new  principal  was  well  known  in  the  public  life 
of  Philadelphia,  and  brought  to  his  difficult  post  a  knowl- 
edge of  men  and  affairs  that  proved  most  helpful.  He 
had  been  graduated  from  the  High  School  in  1851,  and 
thenceforward  was  foremost  in  zeal  among  an  Alumni 
whose  characteristic  is  intense  devotion  to  the  Alma 
Mater.  He  had  studied  law,  and  had  been  admitted  to 
practice  in  the  courts  of  Philadelphia ;  but  an  early  ambi- 
tion led  him  away  from  his  profession  into  educational 
work.  No  administrator  could  have  been  better  equipped 
for  so  complex  a  burden  as  that  which  the  principalship 
of  the  High  School  imposed.  For  two  years  he  had 
served  on  the  Board  of  School  Controllers,  and  by  his 
vigor,  earnestness,  and  culture  he  had  impressed  his  col- 
leagues most  favorably.  An  interest  in  public  life  led 
him  into  the  turmoil  of  political  campaigning,  in  which 
he  so  bore  himself  as  to  maintain  his  ideals  unsullied  and 
yet  win  the  respect  of  those  with  whom  he  worked.  A 
term  in  Common  Council  had  rounded  his  political  career. 
And  now,  in  the  strength  of  his  young  manhood,  for  he 
was  but  in  his  thirty-fourth  year,  he  returned  to  his  old 


GEORGE   INMAN   RICHE 

President,  1866-1886 


CENTRAL    HIGH    SCHOOL  197 

school,  in  which  he  served  for  almost  twenty  years  with 
undiminished  vigor  and  enthusiasm. 

During  this  long  administration  thousands  of  students 
felt  the  impress  of  his  strong  individuality.  "  Possessed 
of  rare  gifts  as  a  speaker  and  having  a  crisp,  incisive 
style,  his  addresses  in  the  school  and  on  Commencement 
days  and  in  educational  assemblies  were  always  listened 
to  with  rapt  attention.  ...  By  instinct  and  breeding  a 
gentleman,  Professor  Richie's  influence  upon  the  students 
was  most  happy.  Many  a  thoughtless  lad  has  been  saved 
from  the  consequences  of  his  mad  pranks  by  Professor 
Riche's  considerate  kindness;  while,  of  all  that  eager, 
noisy  crowd  that  thronged  the  hallways  and  blackened 
the  school-yard,  there  were  some  whose  lives  were 
changed  by  his  word  fitly  spoken,  many  who  loved  him 
with  all  the  ardor  of  boyish  hero-worship,  and  not  one 
who  did  not  fully  respect  him."  * 

As  an  executive  President  Riche  displayed  great 
ability,  and  under  his  energetic  and  tactful  leadership 
harmony  and  helpful  co-operation  developed  among  his 
colleagues,  as  in  the  older  days  of  the  school.  His  rela- 
tions with  the  school  authorities  aided  materially  in  giving 
a  settled  policy  to  the  school.  The  act  of  1867  changed 
the  method  of  electing  Controllers,  who  were  hereafter 
chosen  by  the  county  courts.  As  a  result,  there  were 
fewer  changes  in  the  membership  and  less  variability  in 
policy.  The  chairman  of  the  High  School  Committee 
during  four-fifths  of  this  administration  was  Mr.  James 


* "  The  Central  High  School  of  Philadelphia :  An  Historical 
Sketch,"  by  George  Howard  Cliff,  who  was  a  pupil  and  a  member 
of  the  Faculty  under  President  Riche. 


198  HISTORY    OF   THE 

Freeborn,  whose  confidence  in  the  talented  principal  of 
the  High  School  insured  sympathy  with  his  plans. 

The  new  principal  was  inaugurated  on  September  3, 
1866,  when  Edward  Shippen,  President  of  the  Board  of 
School  Controllers,  introduced  Mr.  Riche,  and  an  appro- 
priate address  was  delivered  by  Hon.  William  S.  Pierce. 
As  most  of  the  Faculty  had  been  re-elected,  there  was  no 
break-down  in  the  school  machinery.  The  two  new  faces 
were  those  of  George  Stuart,  who  now  returned  to  the 
High  School  to  complete  his  life-work,  and  Dr.  Isaac 
Norris,  a  graduate  of  the  University  of  Pennsylvania, 
who,  after  distinguished  service  in  the  army  hospitals, 
had  turned  his  attention  to  purely  scientific  fields.  A 
few  days  after  the  term  opened  the  Faculty  was  com- 
pleted by  the  election  of  John  Kern  to  the  Professorship 
in  Drawing.  Professor  Kern's  term  is  almost  parallel 
with  that  of  President  Riche.  He  was  a  retired  sea- 
captain,  with  an  exhaustless  stock  of  sailors'  yarns  and 
tales  of  travel.  A  long  service  in  the  teaching  corps  of 
Franklin  Institute  had  qualified  him  to  give  instruction 
in  perspective  and  in  free-hand,  but  it  is  probable  that 
his  stories,  which  with  his  honest  manner  made  him  a 
great  favorite  with  the  students,  were  remembered  far 
more  vividly  than  his  more  formal  lectures. 

There  was  yet  one  vacancy  in  the  Faculty  caused  by 
the  abolishment  of  the  assistancy  in  Latin,  and  President 
Riche,  whose  knowledge  of  the  conditions  of  life  led  him 
to  strengthen  the  practical  courses,  urged  that  in  its  place 
there  should  be  created  a  Professorship  in  Commercial 
Calculations,  Business  Forms,  and  Penmanship.  To  this 
chair  David  W.  Bartine,  an  alumnus  of  the  Millersville 
State  Normal  School,  was  called.  After  several  years 


CENTRAL    HIGH    SCHOOL  199 

he  was  transferred  to  the  Professorship  of  Algebra,  in 
which  his  fidelity,  teaching  power,  and  the  sterling~worth 
of  his  character  have  won  for  him  the  respect  and  friend- 
ship of  the  thousands  who  have  studied  under  his  direc- 
tion. 

The  resignation  of  Professor  Bregy  in  1867  left  a 
vacancy,  which  was  filled  by  strengthening  the  scientific 
courses.  French  was  dropped  from  the  curriculum  and 
a  chair  in  Physical  Geography  and  Civil  Engineering 
was  instituted,  to  which  Edwin  J.  Houston  was  called 
The  election  of  Professor  Houston  forms  an  epoch  in  the 
scientific  history  of  the  school.  He  had  been  graduated 
from  the  High  School  with  the  Forty-third  Class,  and 
had  been  engaged  in  study  and  in  teaching  during  the 
three  years  that  had  intervened  before  his  election  to  the 
professorship.  He  brought  to  his  new  work  an  enthusi- 
asm that  imparted  life  to  his  instruction,  a  love  for  boy- 
nature  that  made  him  a  potent  influence  among  his  pupils, 
and  a  genuine  scientific  power  that  presently  won  for  him 
and  for  the  school  a  national  reputation.  In  a  few  years 
his  field  was  limited  to  Physical  Geography  and  Natural 
Philosophy,  which  he  taught  until  his  resignation  in  1894, 
and  of  which  he  is  still  Emeritus  Professor. 

With  the  opening  of  the  school  year  in  September, 
1867,  Dr.  Hartshorne  accepted  a  call  to  Haverford  Col- 
lege, and  in  his  place  was  elected  Dr.  Jacob  F.  Holt, 
whose  study  at  Harvard  and  at  the  University  of 
Pennsylvania,  together  with  seven  years'  experience  as  a 
teacher  at  the  Polytechnic  College,  well  attested  his  fit- 
ness for  his  new  work.  He  soon  became  a  general 
favorite  with  the  students,  especially  after  he  had  illus- 
trated in  his  opening  lecture  that  an  experience  acquired 


200  HISTORY    OF   THE 

in  tracing  the  direction  of  bullets  which  had  entered  the 
body  would  also  aid  in  enabling  one  to  determine  the 
quarter  from  which  a  piece  of  chalk  had  come!  Thirty- 
five  years  of  teaching  have  not  detracted  from  his  ability 
or  popularity,  and  his  room  to-day  is  hallowed  with  as 
wholesome  traditions  as  any  in  the  school.  But  three 
men  have  taught  anatomy  in  the  High  School, — Mc- 
Murtrie,  Hartshorne,  and  Holt, — and  each  has  proved 
worthy  of  the  others. 

In  1868,  Professor  Kirkpatrick  determined  to  leave  the 
school  with  which  he  had  been  connected  as  pupil  and 
teacher  since  its  doors  were  first  opened,  thirty  years 
before.  To  fill  his  chair  George  Corliss,  A.M.,  one  of 
his  former  pupils,  was  elected,  and  served  as  Professor 
of  Bookkeeping  for  seven  years. 

The  development  of  the  scientific  courses  under  Dr. 
Norris  and  Professor  Houston,  and  the  hearty  interest  of 
the  pupils  in  this  phase  of  the  curriculum,  led  to  the  intro- 
duction of  laboratory  methods  of  investigation.  Since 
the  days  of  Professor  Booth  there  had  always  been  a 
chemical  laboratory  at  the  Central  High  School,  but  in 
order  to  obtain  the  best  results  it  was  felt  that  the  ele- 
ments should  be  placed  in  the  student's  hands,  so  that  he 
might  himself  study  the  product.  To  this  end  an  assist- 
ancy  in  Chemistry  was  created,  at  first  to  aid  in  the 
illustration  of  the  chemical  lectures.  For  several  months 
in  1868  this  position  was  filled  by  Dr.  John  Stockton 
Hough,  afterwards  eminent  for  his  contributions  to 
medical  literature.  He  was  succeeded  by  Dr.  John  S, 
Newton,  a  graduate  of  Jefferson  Medical  College,  who 
taught  acceptably  for  two  years.  But  the  appointment 
that  has  rendered  this  position  illustrious  was  made  in 


JOHN    KERN- 


EDWIN   J.    HOUSTON 


GEORGE  W.   SCHOCK 


GKORGK   CORLISS 


CENTRAL    HIGH    SCHOOL  201 

September,  1870,  when  Elihu  Thomson,  who  had  been 
graduated  from  the  school  but  six  months  before,  re- 
turned to  his  Alma  Mater  to  spend  ten  years  in  her  ser- 
vice. As  an  instructor,  Mr.  Thomson  was  efficient, 
capable,  and  popular.  His  boyish  bearing  ( for  he  was  but 
seventeen  years  of  age)  and  his  modest  manners  gave  an 
impression  of  reserve  power,  and  that  always  wins  re- 
spect from  the  American  youth.  Little  does  the  average 
teacher  know  of  his  influence  upon  his  pupils  and  of  the 
varied  sides  of  character  he  may  impress.  One  Alumnus 
records  that  under  the  influence  of  Mr.  Thomson  he 
fitted  up  a  private  laboratory  at  his  home  for  the  study 
of  the  mysteries  of  chemistry.  Another  still  treasures  a 
telephone  which  he  and  some  of  his  class  constructed 
before  they  saw  the  commercial  form  of  'phone,  that 
had  just  then  been  invented.  Added  to  this  work  as  a 
teacher,  Mr.  Thomson  advanced  the  reputation  of  the 
school  by  the  series  of  electrical  inventions  which  he,  in 
collaboration  with  Professor  Houston,  perfected,  and 
which  have  linked  their  names  together  in  a  world-wide 
reputation. 

In  1873,  Mr.  Monroe  B.  Snyder  was  elected  to  the 
teaching  force,  and  since  that  time  has  devoted  .himself 
to  the  astronomical  work  of  the  institution. 

Upon  the  death  of  Professor  Angele,  in  1874,  Max 
Straube,  a  former  student  at  Erfurt  and  Heidelberg,  and 
a  native  of  Prussia,  was  elected  to  the  Professorship  of 
the  German  Language.  Cultured  in  his  bearing,  scholarly 
in  his  tastes,  Professor  Straube  has  succeeded  in  main- 
taining the  best  traditions  of  a  department  that  owed  its 
first  establishment  to  the  Germanic  aptitudes  of  John  S, 
Hart.  Within  recent  years  the  modern  languages  have 


202  HISTORY    OF   THE 

secured  better  recognition  in  the  curriculum,  and  this 
gives  promise  of  even  greater  efficiency  in  the  future. 

Early  in  1875,  Professor  Corliss  resigned  and  the 
chair  of  Bookkeeping  was  abolished,  a  new  department 
of  Higher  Arithmetic,  Commercial  Calculations,  and 
Mensuration  being  created  in  its  place.  To  take  charge 
of  this  work,  Professor  George  W.  Schock,  who  had 
served  with  great  success  in  the  grammar  schools  of  the 
city,  was  elected,  and  has  since  continued  in  the  Faculty. 
In  1877,  Professor  Schock  was  transferred  to  the  chair 
of  Higher  Mathematics  and  Astronomy,  and  a  few  years 
afterwards  his  work  was  limited  to  the  former  of  these 
fields.  During  his  long  service  of  more  than  a  half- 
century  in  the  public  schools  of  Philadelphia  and  Mont- 
gomery County  Professor  Schock  has  made  a  lasting- 
impression  of  capability  and  of  honesty  of  purpose,  and 
by  his  power  of  effective  presentation  he  has  to  a  marked 
degree  succeeded  in  his  work  as  a  teacher. 

When  Dr.  Norris  resigned  in  1876,  Elihu  Thomson 
was  promoted  to  the  professorship,  and  was  succeeded 
in  the  assistancy  by  Dr.  Henry  Leffmann,  a  former  stu- 
dent of  the  school,  whose  excellent  work  in  chemistry  has 
since  won  for  him  an  honorary  degree  from  his  Alma 
Mater. 

In  1877  two  of  the  senior  members  of  the  Faculty, 
Professors  Rhoads  and  McClune,  retired  from  active 
teaching,  and  this  necessitated  a  reconstruction.  Profes- 
sor Schock  was  transferred  to  the  chair  of  Higher  Mathe- 
matics and  Astronomy,  and  Samuel  Mecutchen,  a  gradu- 
ate of  the  First  Class  and  an  experienced  teacher  in 
the  elementary  schools,  was  elected  to  the  Professorship 
in  Higher  Arithmetic.  While  Professor  Mecutchen' s 


CENTRAL    HIGH    SCHOOL  203 

service  covered  but  four  years,  it  is  remembered  with 
great  appreciation  by  those  who  studied  under  his  direc- 
tion. 

Professor  Rhoads's  successor  was  the  ill-fated  William 
Newton  Meeks,  a  young  man  of  brilliant  powers,  whose 
tragic  death  while  in  his  first  year  of  work  was  so  deeply 
mourned  by  those  who  knew  the  promise  of  his  career. 
He  was  a  graduate  of  the  High  School,  and  by  the  advice 
of  President  Riche  had  spent  eleven  years  in  varied  pur- 
suits to  strengthen  him  as  a  writer  and  teacher.  His 
election  was  the  result  of  a  strong  recommendation 
from  the  principal,  and  the  work  which  he  did  from 
January  to  November,  in  1878,  fully  justified  the  ex- 
pectations of  his  friends.  But  on  November  19,  while 
riding  in  Fairmount  Park,  he  was  thrown  from  his 
horse  and  almost  instantly  killed.  His  loss  was  heartily 
and  sincerely  lamented. 

In  many  ways  this  period  of  three  or  four  years  must 
have  been  mournful  to  those  who  had  watched  over  the 
life  of  the  school  from  its  infancy.  Hart  and  Bregy  had 
passed  away  in  1877;  two  of  the  veterans  of  the  Faculty 
had  retired;  fifteen  months  after  Meeks's  sad  accident 
Professor  Wilson  died  in  the  harness,  working  until 
within  a  few  weeks  of  his  death.  The  only  member  of 
the  Hart  Faculty  who  survived,  Professor  Hopper,  was 
destined  to  serve  in  the  High  School  under  all  of  its 
administrations,  and  to  win  the  regard  of  at  least  three 
successive  generations  of  students. 

The  vacant  Professorship  of  Belles-Lettres  and  Elocu- 
tion was  filled  by  the  election,  of  Franklin  Taylor,  a  man 
of  wide  experiences  and  genuine  scholarship.  He  was 
the  cousin  of  Bayard  Taylor  and  had  been  his  companion 


204  HISTORY   OF   THE 

in  travel.  Years  of  study  at  Harvard  and  the  German 
universities,  a  varied  and  successful  work  as  teacher  and 
superintendent  of  schools,  together  with  a  profound 
knowledge  of  men  and  affairs,  united  to  make  Professor 
Taylor  a  cultured  and  scholarly  instructor.  He  was  bet- 
ter known  in  the  educational  life  of  Pennsylvania  than 
any  member  of  the  Faculty  since  the  time  of  John  S. 
Hart.  His  work  at  the  High  School,  especially  after  he 
was  transferred  to  the  chair  of  English  Literature,  was 
keenly  appreciated,  particularly  by  those  whose  tastes 
directed  them  to  literary  pursuits. 

The  death  of  Professor  Wilson  led  to  another  of 
the  many  transfers  that  characterized  this  later  period. 
Professor  Taylor  took  charge  of  the  work  in  Literature, 
Dr.  E.  W.  Vogdes  became  his  successor  in  Belles-Lettres 
and  Elocution,  and  Frederick  F.  Christine,  A.M.,  was 
elected  to  the  vacant  Professorship  in  Mental  and  Political 
Science.  A  successful  experience  of  more  than  a  quarter- 
century  as  a  teacher  and  principal  in  the  elementary 
schools,  together  with  the  efficient  leadership  which  he 
had  displayed  in  various  educational  movements,  com- 
mended Professor  Christine  to  the  Committee,  and  has 
since  won  for  him  special  honors  from  the  Board  of 
Public  Education.  In  1894  he  was  transferred  to  the 
chair  of  Logic  and  Rhetoric. 

When  Elihu  Thomson  resigned  from  the  Faculty  to 
assume  the  direction  of  the  work  of  the  General  Electric 
Company,  Dr.  William  H.  Greene,  a  graduate  of  the 
High  School  and  of  the  Jefferson  Medical  College,  was 
elected  his  successor.  As  Dr.  Leffmann  also  resigned  at 
this  time,  there  ensued  an  entire  change  in  the  depart- 
ment of  Chemistry,  and  Oscar  C.  S.  Carter  succeeded  to 


WILLIAM   H.   GREENE 


MONROE   B.   SNYDER 


CENTRAL    HIGH    SCHOOL  205 

the  assistancy.  The  twelve  years  of  Dr.  Greene's  connec- 
tion with  the  Faculty  of  the  High  School  will  be  recalled 
with  appreciation  and  gratitude  by  thousands  of  students. 
His  warm  heart  and  genuine  interest  in  his  work,  to- 
gether with  a  certain  alertness  of  wit,  made  him  a  great 
favorite  with  all.  When  he  resigned  to  enter  business 
life,  there  was  a  general  regret  from  those  who  through 
constant  association  had  learned  to  esteem  his  many  good 
qualities. 

An  excellent  business  opportunity  led  to  Professor 
Mecutchen's  resignation,  and  Andrew  J.  Morrison  suc- 
ceeded in  the  chair  of  Higher  Arithmetic.  A  wholesome, 
hearty  disposition,  coupled  with  great  good  sense,  made 
Professor  Morrison  a  model  guide  for  boys  of  the  High 
School  age.  He  taught  in  the  school  for  but  two  years, 
and  in  his  successive  promotions,  to  the  Assistant  Super  - 
intendency  of  Schools  and  in  1898  to  the  principalship 
of  the  Northeast  Manual  Training  School,  none  have  re- 
joiced more  than  those  who  at  the  High  School  had 
learned  to  know  the  strength  of  the  man  and  his  power  as 
a  teacher. 

When  Professor  Morrison  resigned,  George  Howard 
Cliff,  a  first-honor  graduate  of  the  High  School  and  a 
grammar  principal  tested  by  five  years'  experience,  was 
elected  Professor  of  Higher  Arithmetic.  He  held  this 
chair  for  five  years,  and  was  then  transferred  to  the 
department  of  Belles-Lettres  and  Elocution.  Professor 
Cliff  was  one  of  the  most  successful  teachers  of  the  High 
School  Faculty.  In  his  instruction  in  composition  he 
laid  great  stress  upon  carefulness,  and  by  his  own  per- 
sistent industry  he  led  the  boys  to  see  the  viciousness  of 
the  slovenly  writing  which  to  so  many  seemed  natural. 


206  HISTORY    OF   THE 

In  the  larger  life  of  the  school  he  played  an  important 
part.  Unlike  many  teachers,  he  did  not  sacrifice  his 
interest  in  the  affairs  of  the  world  in  submission  to  the 
narrowing  influence  of  his  work.  When  the  boys  needed 
counsel  upon 'matters  connected  with  their  journals  or 
their  entertainments  or  their  public  exercises,  they  turned 
naturally  to  that  member  of  the  Faculty  who,  from  ex- 
perience and  inclination,  was  best  able  to  give  them  the 
help  that  they  needed.  His  election  as  the  first  prin- 
cipal of  the  Philadelphia  Normal  School  was  a  deserved 
recognition  of  administrative  talent  of  an  unusual  order, 
and  his  success  in  that  school  increased  the  great  regret 
with  which  his  withdrawal  from  the  teaching  profession 
was  greeted. 

To  complete  the  list  of  the  Faculty  during  the  Riche 
administration  mention  should  be  made  of  Dr.  William 
H.  Wahl,  Secretary  of  Franklin  Institute,  who  substi- 
tuted most  successfully  for  Professor  Houston  in  1872- 
73,  during  the  latter's  study  in  Germany. 

This  brief  account  of  the  additions  to  the  Faculty  from 
1866  to  1886  will  confirm  the  general  judgment  that  the 
work  of  the  school  during  this  period  was  good  and 
thorough.  There  was  a  general  fidelity  to  duty  that 
sprung  from  a  sincere  desire  to  realize  a  lofty  ideal. 
These  men  did  their  best  to  serve  the  school.  But  from 
some  there  was  criticism,  suggested  by  the  fact  that  many 
of  the  members  of  the  Faculty  had  received  no  other 
preparation  than  that  given  at  the  High  School.  In 
some  cases,  as  in  the  scientific  department,  this  was  more 
than  compensated  for  by  native  genius.  But,  it  was  urged, 
"  breeding-in,"  if  long  continued,  is  apt  to  result  in  a 
conservatism  that  becomes  fixed  and  static.  There  might 


CENTRAL    HIGH    SCHOOL  207 

be  good  teaching,  but  there  would  be  less  regard  for 
scholarship.  The  answer  to  this  criticism  must  be  based 
upon  the  success  of  the  institution  during  this  period  as 
evidence  that  President  Riche's  policy  had  good  results 
in  the  general  influence  which  the  school  exerted  upon 
the  characters  of  its  pupils. 

It  is  difficult  properly  to  estimate  the  necessary  quali- 
ties of  the  successful  teacher.  To  secure  young  men  of 
university  training,  but  without  experience,  results  in 
poor  teaching;  the  selection  of  experienced  pedagogues, 
who  have  not  specialized  in  any  distinct  field,  may  result 
in  wooden  and  lifeless  instruction.  To  maintain  a  proper 
balance  between  experience  and  scholarship  is  a  hard  and 
delicate  problem,  and  the  only  conclusion  that  an  exami- 
nation of  the  history  of  the  High  School  suggests  is  that 
occasionally  the  balance  has  inclined  too  far  in  either  the 
one  or  the  other  direction. 

The  course  of  study  was  but  occasionally  altered 
during  this  period.  President  Riche  had  a  profound  ap- 
preciation of  the  function  of  the  school  in  developing 
men  of  affairs,  fitted  to  cope  with  the  practical  problems 
of  life.  From  this  point  of  view,  therefore,  emphasis 
was  laid  upon  scientific  and  practical  studies,  while  the 
languages  were  neglected.  The  course  in  Latin,  which 
in  1854  included  Horace,  Cicero,  and  Virgil,  was  now  so 
curtailed  as  to  leave  at  one  time  but  little  more  than  the 
grammar  and  first  book  of  Caesar;  under  Professor 
Roese,  the  students  in  German  read  Schiller,  but  in  1886 
they  were  able  to  cover  but  one  hundred  pages  of  gram- 
mar. |  There  were  five  professors  in  mathematics  and  but 
two  in  the  languages.  While  this  bias  will  not  find  accep- 
tation to-day,  it  was  based  upon  careful  thought  and 


208  HISTORY    OF   THE 

logical  reasoning.  Less  than  one-fifth  of  the  students 
entered  upon  professional  studies;  for  the  vast  majority, 
therefore,  the  High  School  was  a  finishing  school  and 
concluded  their  formal  education.  Their  interests  de- 
manded a  course  that  should  be,  first,  disciplinary  in 
training  the  mind,  and,  second,  broad  enough  to  give 
those  who  followed  it  an  insight  into  the  various  phases 
of  intellectual  activity.  That  the  High  School  did  this,  in 
spite  of  the  apparent  evils  that  come  from  diffusing  the 
attention  through  many  studies  at  one  time,  is  best  at- 
tested by  the  success  of  the  graduates  of  this  period. 

This  consideration  will  lead  to  a  clearer  understanding 
of  the  detailed  changes.  French  was  dropped  and  Ger- 
man preserved,  because  of  its  larger  commercial  value. 
Physical  geography  was  introduced,  because  of  the  neces- 
sity of  an  adequate  knowledge  of  the  environment  of 
man.  Commercial  calculations  and  business  forms  were 
introduced,  while  the  more  formal  bookkeeping  was  after- 
wards omitted.  Penmanship  and  arithmetic  were  re- 
tained, despite  President  Riche's  oft-repeated  protest  that 
they  were  elementary  branches  and  should  be  mastered 
prior  to  entrance  to  the  High  School.  Not  until  later 
was  the  second  of  these  subjects  remitted  to  the  grammar 
schools.  There  were  no  electives,  and  while  this  pre- 
vented special  training  along  the  lines  of  individual  pref- 
erence, it  brought  each  pupil  in  turn  under  every  mem- 
ber of  the  Faculty,  and  so  the  cohesion  of  the  school 
was  maintained. 

Unquestionably  the  most  important  change  in  the  cur- 
riculum was  the  introduction  of  English  literature  in 
1878.  Professor  Albert  H.  Smyth,  the  present  head  of 
the  department,  and  himself  a  student  of  the  school 


CENTRAL    HIGH    SCHOOL  209 

during  the  Riche  period,  has  given  an  admirable  sum- 
mary of  the  work  of  his  predecessors : 

"  Before  President  Riche' s  time,  there  had  been  much  teaching  of 
rhetoric  and  belles-lettres,  as  it  was  then  called.  Professor  Rhoads, 
of  the  thundering  voice  and  formidable  manner,  succeeded  in  creat- 
ing in  his  students  a  wholesome  fear  of  certain  solecisms  and  mis- 
pronunciations, and  his  successor,  the  ill-starred  Professor  Meeks, 
held  before  his  classes  a  high  standard  of  purity  in  English  style 
and  taught  a  simple  and  natural  way  of  reading.  Nor  had  there 
been  at  any  time  in  the  history  of  the  High  School  a  complete 
absence  of  the  literary  spirit.  In  the  early  days,  John  Sanderson, 
one  of  the  ablest  writers  in  American  literature,  favorably  known 
among  the  men  of  letters  of  France  and  England,  made  frequent 
cross-references  in  the  class,  roaming  from  Horace  and  Virgil  to 
Pope  and  Byron.  At  a  later  time,  Professor  McClune,  himself  a 
writer  of  verse,  enlivened  the  mathematical  hour  with  talks  about 
English  literature  and  quotations  from  English  poetry.  President 
Riche,  however,  was  too  ardent  a  lover  of  the  humanities  not  to  de- 
sire a  systematic  and  continuous  study  of  literature,  and  it  was  chiefly 
through  his  exertions  that  the  chair  of  English  Literature  was  estab- 
lished. Professor  Wilson  was  transferred  to  the  new  chair.  He 
had  been  a  most  successful  teacher  of  geometry;  he  was  a  man  of 
considerable  reading  and  literary  sympathy.  He  was  still  new  to  the 
teaching  of  literature  when  I  entered  the  school  as  a  student,  June, 
1878.  The  chief  impression  that  he  made  upon  me  was  of  conscien- 
tious industry.  He  toiled  ceaselessly  to  fit  himself  for  a  task  which 
had  been  put  upon  him  late  in  life.  Indeed,  I  am  sure  that  he  has- 
tened his  death  by  the  severity  of  his  application.  He  made  use  of 
the  Mercantile  Library,  and  as  that  was  my  daily  haunt  after  school 
hours,  I  saw  much  of  him  and  learned  his  ways  of  work  and  the 
direction  of  his  reading.  He  read  little  criticism,  but  went  directly 
to  the  poets,  essayists,  and  historians,  and  read  extensively,  albeit 
with  small  regard  to  editions.  During  the  entire  time  that  he  was 
Professor  of  English  Literature  he  read  three  books  a  day, — that 
was  his  stint, — in  addition  to  the  research  made  at  the  Library  in 
preparing  upon  a  play  of  Shakespeare,  or  some  '  metaphysical'  verses 
of  Cowley,  or  certain  '  orphic'  utterances  of  Emerson  or  Alcott. 
Wilson  was  a  grave,  calm,  reserved  man.  He  rarely  smiled,  but 
was  uniformly  kind  and  courteous.  Sometimes  he  was  betrayed  into 
a  display  of  feeling,  as  when  I  saw  the  tears  start  while  he  read 

14 


210  HISTORY    OF   THE 

Bryant's  poem  '  The  Future  Life/  His  discipline  was  excellent,  but 
his  Socratic  method  of  teaching  savored  of  the  mathematical  class- 
room, and  his  tenacity  about  trifles  pertaining  to  the  text,  I  cannot 
help  thinking,  kept  him  and  his  pupils  from  the  great  vital  signifi- 
cance of  the  works  that  he  read. 

"  When  Professor  Wilson  died  he  was  succeeded  by  Dr.  Franklin 
Taylor.  The  latter  had  not  been  happy  in  his  chair  of  Belles-Lettres, 
and  it  was  a  fortunate  thing  for  the  school  and  for  him  that  he  was 
transferred  to  a  more  congenial  department.  Here  his  success  was 
instantaneous  and  remarkable.  Dr.  Taylor  was  a  man  of  great 
learning,  undoubtedly  the  best-informed  man  in  the  Faculty.  He 
had  followed  his  own  instincts  in  education ;  he  had  studied  at  Har- 
vard, and  then  accompanied  his  cousin,  Bayard  Taylor,  to  Europe 
on  that  famous  '  tramp  trip'  of  1844,  and  studied  at  Heidelberg 
under  Schlosser  and  Gervinus  and  Lorenz  Oken  and  the  most  liberal 
minds  of  Germany.  He  had  travelled  much  and  had  seen  many  of 
the  world's  great  men.  He  was  a  profound  student  and  abreast  of 
the  latest  movements  of  the  mind.  No  better  teacher  of  literature 
could  have  been  obtained  than  Dr.  Taylor,  who,  if  he  had  but 
possessed  the  faculty  of  patient  application,  would  have  made  a 
distinguished  reputation.  With  far  wider  reading  and  better  scholar- 
ship than  Bayard  Taylor,  he  was  content  to  pursue  his  course  with- 
out any  desire  for  popular  recognition,  and  he  died  without  leaving 
behind  him  a  single  literary  monument  or  memorial.  Dr.  Taylor 
had  no  patience  with  the  '  average  boy.'  The  '  average  boy,'  he  was 
wont  to  say,  was  '  evolved  to  eat  peanuts  and  smoke  cigarettes,'  and 
that  he  was  '  no  more  use  than  a  Cincinnati  hog.'  When  a  class  was 
mischievous  or  unresponsive,  Taylor  was  silent.  He  could  not  force 
himself  to  teach.  But  when  an  intelligent  interest  was  shown,  he 
was  often  eloquent  and  inspiring.  He  taught  his  pupils  to  love  Eng- 
land and  to  love  English  books.  He  filled  them  with  the  desire  to 
travel.  He  instilled  into  them  the  sentiment  of  reverence.  With  all 
his  faults, — his  reluctance  to  make  an  effort,  his  lack  of  system,  his 
neglect  of  the  'average  boy,'— Dr.  Taylor  was  one  of  the  most 
inspiring  teachers  I  ever  knew,  and  by  some  few  of  his  pupils,  at 
least,  is  remembered  as  one  of  the  most  potent  influences  in  the 
shaping  of  their  lives."  * 

*  To  this  account  the  work  of  John  S.  Hart  could  be  added. 
His  course  on  "The  History  of  English  Literature"  was  the  first 
formal  teaching  of  that  subject  in  the  school. 


CENTRAL    HIGH    SCHOOL  211 

There  was  a  great  extension  of  the  work  in  physics  and 
chemistry  during  this  period.      The  two  subjects,  for- 
mally arranged  as  branches  of  one  general  field,  were 
divided,  and  this  led  to  a  more  advanced  grade  of  in- 
struction in  both.     In  1875,  largely  through  the  efforts— > 
of  Mr.  Thomson,  nine  laboratory  tables  were  placed  in 
a  basement  room,  and  henceforth  the  students  were  en- 
abled to  perform  such  experiments  in  elementary  analysis 
as  required  merely  test-tubes  and  the  ordinary  reagents,  ^f 
Six  years  later,  Dr.  Greene  was  enabled  to  increase  this 
number  to  eighteen,  but  it  was  not  until  1887  that  the 
laboratory  was  completed,  so  as  to  enable  him  to  give  ^ 
instruction  to  an  entire  section.     It  is  believed  that  this 
chemical  laboratory  is  the  oldest,  both  in  its  inception  and 
in  its  completion,  among  the  high  schools  of  America,  j 

In  the  department  of  Physics,  the  chief  development 
was  in  the  line  of  systematic  teaching  and  competent 
illustration.  Professor  Houston  was  a  natural-born 
teacher,  who  loved  his  work,  and  hence  attained  to  un- 
usual power  as  a  scientific  lecturer.  Through  his  efforts 
costly  illustrative  apparatus  was  purchased  and  added  to 
the  departmental  equipment.  "  Though  the  experiment 
is  a  failure,  the  principle  remains  the  same,"  was  a  well- 
remembered  phrase  of  the  day,  but  it  applied  to  the 
exceptional  cases,  and  did  not  form  the  rule. 

Professor  Elihu  Thomson,  whose  success  in  the  field 
of  industrial  electric  applications  has  been  so  well  recog- 
nized, has  taken  time  in  a  busy  life  to  write  a  few 
thoughts  suggested  by  his  experience  in  the  school : 

"  I  think  that  there  were  few  schools,  outside  of  the  scientific  and 
technical  schools,  in  which  science  played  so  important  a  part  in  the 
curriculum;  and  I  think,  further,  that  with  some  changes  in  the 


212  HISTORY    OF    THE 

subjects  and  methods  the  course  of  study  would  stand  well  to-day. 
I  would  indeed  be  satisfied  to  give  my  own  boys  just  such  a  course, 
modified  by  the  later  advances  in  knowledge.  The  equipment  in  the 
scientific  departments  was  greatly  increased  during  the  time  I  was 
a  student  and  later  while  teaching  in  the  school. 

"  When  I  first  took  charge  of  the  chemical  laboratory  in  1870  the 
laboratory  itself  was  largely  only  a  storehouse  for  bottles  and  appa- 
ratus, and  little  opportunity  for  real  laboratory  teaching  existed. 
This  was  changed  later  by  the  introduction  of  separate  work-tables 
and  other  much-needed  facilities,  which  made  the  work  of  teaching 
quite  satisfactory.  The  general  apparatus  and  equipment  were  stead- 
ily increased  in  all  of  the  scientific  departments,  especially  so  in  the 
subject  of  physics  under  Professor  Houston. 

"  Concerning  my  own  life  in  the  school,  I  have  only  to  say  that  it 
was  the  usual  school-boy's  existence  of  some  hard  work  and  plenty 
of  fun.  Naturally,  I  found  pleasure  in  such  subjects  as  ancient  his- 
tory, geometry,  algebra,  drawing,  surveying,  zoology,  anatomy  and 
physiology,  mineralogy,  astronomy,  together  with  my  pet  subjects, 
chemistry  and  physics. 

"  As  a  teacher,  I  can  truly  say  that  I  began  by  knowing  but  little 
of  real  teaching  and  learning  rapidly.  I  liked  the  work,  and  a  body 
of  bright,  interested  boys  was  always  a  great  stimulus.  The  success 
of  a  teacher  depends  upon  his  own  tact,  his  forbearance  with  minor 
faults,  his  unswerving  purpose,  and  above  all  else  upon  his  own 
enthusiasm  for  his  subject.  The  aim  of  education,  in  science  at 
least,  should  not  be  to  store  the  mind  with  facts  and  theories,  but 
rather  to  inculcate  principles  and  to  teach  the  student  how  to  think, 
and  to  show  him  the  sources  of  such  information  as  he  may  need. 
These  are  the  conclusions  to  which  my  experience  as  a  teacher 
gradually  led  me. 

"  It  is  difficult  to  single  out  from  years  of  experience  incidents 
which  may  stand  alone.  As  Professor  of  Chemistry  and  Mechanics 
between  1876  and  1880,  my  relations  with  my  colleagues  were  always 
most  pleasant,  and  with  the  students  also.  I  never  had  to  complain 
of  any  very  serious  breaches  of  discipline,  and  that  part  of  the  work 
which  consisted  in  repressing  the  boiling  over  of  youthful  spirits 
became  easier  as  time  went  on.  I  was  only  twenty-seven  when  I  left 
the  school,  and  very  much  of  a  boy  myself  then,  as  I  hope  I  am  still 
in  spite  of  nearly  fifty  years  of  life's  experiences. 

"  There  was  little  time  to  do  much  scientific  work,  though  an 
occasional  scientific  paper  was  read  or  published.  Personally  I  was 


CENTRAL    HIGH    SCHOOL  213 

always  at  work  on  some  problem  or  another, — chemical,  physical,  or 
mechanical, — either  at  the  school  or  at  home,  where  I  maintained  a 
laboratory  workshop.  There  were  laboratory  appliances,  such  as 
furnaces,  lamps,  etc.,  made.  There  were  lenses,  prisms,  glass  specula 
also,  some  of  these  involving  much  careful  work.  There  were  novel 
forms  of  electrical  machines,  such  as  dynamos,  motors,  and  static  ma- 
chines. There  were  organ  pipes  and  reeds  and  other  acoustic  appa- 
ratus. There  were  numerous  experiments  in  photography  according 
to  various  processes.  Many  new  experiments  were  devised  for  lec- 
ture illustrations  and  much  original  apparatus  built  for  the  same 
purpose.  The  list  is  a  long  one,  and  I  will  stop. 

"  In  1877-78,  Professor  Houston  and  I  made  a  series  of  electrical 
tests  on  dynamos  such  as  were  then  on  the  market,  working  with  a 
committee  of  the  Franklin  Institute.  The  results  were  embodied  in 
probably  the  most  important  paper  on  the  subject  published  up  to 
that  time.  It  was  widely  copied  and  commented  upon.  It  was  the 
beginning  of  our  more  serious  interest  in  industrial  electric  applica- 
tions, though  some  years  before  we  had  done  considerable  experi- 
menting in  different  forms  of  telephone  and  microphone." 

The  undergraduate  life  was  generally  healthy  and 
wholesome  during  this  twenty  years  and  there  was  rarely 
any  marked  friction.  The  school  occupied  a  prominent 
place  in  the  public  eye,  and  when  distinguished  strangers 
came  to  the  city,  they  were  naturally  brought  to  the  High 
School  as  one  of  the  most  interesting  of  the  city's  insti- 
tutions. In  1867  a  Committee  of  the  Baltimore  School 
Commission  examined  the  school,  and  reported  with 
much  pleasure  the  cordial  greeting  that  the  students  gave 
to  one  of  their  number,  William  S.  Crowley,  Esq.,  when 
it  was  announced  that  he  was  an  Alumnus  of  the  Phila- 
delphia High  School. 

In  1869  an  interesting  attempt  was  made  to  establish 
a  cadet  corps,  a  movement  that  has  been  several  times  re- 
vived. Under  the  direction  of  Dr.  Bartine,  a  squad  of 
students  formed  themselves  into  a  company,  practised  the 
manual  of  drill  each  day  at  recess,  and  in  August  formed 


214  HISTORY   OF    THE 

a  summer  camp  in  the  Lehigh  Valley.  Eventually,  the 
organization  enrolled  itself  as  Company  M  of  the  First 
City  Regiment. 

The  evening  declamations,  which  had  been  suspended 
during  the  war,  were  revived  by  President  Riche,  not 
only  because  of  his  interest  in  oratorical  practice,  but  also 
in  order  to  give  an  opportunity  for  the  parents  of  stu- 
dents to  come  to  the  school  and  meet  with  the  mem- 
bers of  the  Faculty  in  a  social  way.  The  programmes 
of  these  entertainments  are  very  interesting,  and  it  is 
pleasing  to  notice  the  frequency  with  which  one  reads 
names  now  thoroughly  familiar  to  the  public.* 

When  a  class  was  about  to  graduate  the  custom  of 
formal  leave-taking  prevailed.  In  the  last  hour  with  each 
professor  some  appointed  representative  on  behalf  of  his 
fellows  would  deliver  a  farewell  address  which,  as  a 
sign  of  good-feeling,  was  even  more  effective  than  the 
Valedictory  address. 

As  early  as  1873  there  were  class  badges,  with  the  in- 
variable Latin  motto,  and  sometimes  designed  by  the 
artistic  genius  of  the  students.  Eventually,  these  were 
elaborated  into  the  class-pins  that  are  now  so  generally 
admired. 

In  the  various  public  happenings  the  boys  were  inter- 
ested in  a  healthy,  vigorous  way.  On  October  27,  1876, 
the  Faculty  and  school  visited  the  Centennial  Exposition 
in  a  body  and  were  honored  with  a  special  address  by 
General  Eaton,  United  States  Commissioner  of  Educa- 

*  Thus,  the  following  names  are  found  on  one  programme  of  a 
students'  entertainment  on  December  15,  1869:  Robert  E.  Pattison, 
Samuel  E.  Cavin,  Dewey  Bates,  William  Dayton  Roberts,  Abraham 
M.  Beitler,  and  Craige  N.  Ligget 


CENTRAL    HIGH    SCHOOL  215 

tion.  When  General  Grant  returned  from  his  world-voy- 
age the  High  School  boys,  marshalled  by  Dr.  Bartine, 
joined  the  great  parade  which  was  given  in  the  hero's 
honor.  It  is  officially  recorded  that  the  general  was  ac- 
corded a  "  cheering"  reception.  Four  years  later,  on 
September  16,  1884,  the  school  was  adjourned  to  enable 
the  students  to  visit  the  Electrical  Exhibition  of  the 
Franklin  Institute.  As  two  of  the  members  of  the 
Faculty  (Professors  Houston  and  Snyder)  had  been  ap- 
pointed on  the  Electrical  Commission  by  the  President  of 
the  United  States,  there  was  a  twofold  reason  for  interest 
in  this  work. 

These  public  appearances  of  the  students  were  a  great 
aid  to  the  school  as  well  as  a  great  pleasure  to  them- 
selves. Cohesion  and  esprit  de  corps,  which  add  so  much 
to  the  tone  and  loyalty  of  a  school,  may  be  developed  by 
such  means.  Especially  are  they  needed  in  these  later 
days,  when  the  student  body  has  become  so  large  that 
there  is  serious  danger  of  the  loss  of  the  old-time  spirit 
of  unity. 

Numerous  literary  societies  and  organizations  flour- 
ished and  waned.  As  long  as  the  originators  were  in 
the  school,  a  lively  interest  would  be  taken,  but  after  their 
graduation  would  come  stagnation  and  death.  There  has 
been  no  permanent  society  in  the  history  of  the  school. 

Perhaps  the  most  interesting  of  the  students'  scientific 
societies  was  The  Scientific  Microcosm,  organized  in 
1870,  which  continued  its  meetings  for  more  than  seven 
years  and  inspired  many  of  our  prominent  Philadelphia 
scientists  with  ideas  which  they  have  since  worked  to 
completion.  Its  organizers  were  Elihu  Thomson  and 
William  H.  Greene,  who  were  respectively  members  of 


216  HISTORY    OF   THE 

the  Fifty-fifth  and  Fifty-sixth  Classes.  The  former  was 
graduated  in  February,  1870,  and  a  short  time  prior  to 
the  Commencement,  taking  his  friend  Greene  into  con- 
fidence, he  discussed  with  a  group  of  classmates  the  ad- 
visability of  forming  a  scientific  society.  The  meetings 
were  held  in  Dr.  Norris's  room  (No.  2),  and  several  of 
the  members  of  the  Faculty  became  interested  in  the  pro- 
ject. Professors  Houston,  Howard,  Norris,  Leffmann, 
and  Dr.  Worthington,  of  the  Franklin  Institute,  attended 
meetings.  The  names  of  the  founders  are  as  follows : 
William  H.  Greene,  Elihu  Thomson,  Dewey  Bates, 
Henry  Willis,  Robert  E.  Pattison,  C.  W.  MacFarlane, 
W.  H.  Schlemm,  and  John  Bartlett.  The  meetings  were 
held  monthly  and  at  night,  permission  having  been  se- 
cured from  the  Faculty.  One  or  two  papers  were  read 
at  each  meeting  and  a  subject  was  assigned  for  discus- 
sion. A  reviewer  was  appointed  to  sum  up  the  results 
of  each  discussion,  his  report  to  be  read  at  the  next  meet- 
ing of  the  society. 

The  members  of  The  Scientific  Microcosm  were 
allowed  to  use  the  apparatus  of  the  school  for  their 
experiments,  and  this  was  probably  the  chief  incentive 
to  their  scientific  work.  Dr.  Houston,  Dr.  Norris,  and 
Professor  Holt  were  particularly  generous  in  their  advo- 
cacy of  the  use  of  the  equipment  by  the  students.  Some 
of  the  early  papers  read  before  this  society  deserve  more 
than  passing  mention.  John  Bartlett  prepared  a  careful 
paper  on  "  Phosphorescence  and  Fluorescence,"  which 
is  said  to  have  been  the  first  read  upon  this  topic  in 
America.  It  was  profusely  illustrated  with  experiments 
exhibiting  various  colored  phosphori  so  arranged  as  to 
present  an  illuminated  landscape. 


CENTRAL    HIGH    SCHOOL  217 

On  May  8,  1870,  occurred  a  violent  hail-storm,  and 
as  it  was  the  first  striking  natural  phenomenon  since 
the  organization  of  the  Microcosm,  an  investigation  was 
undertaken  by  Elihu  Thomson,  and  in  his  report  he 
demonstrated  from  observation  the  truth  of  the  circular 
theory  of  hail-storms.  His  paper  was  published  in  pam- 
phlet form,  and  as  the  students  lacked  means  to  have  it 
prepared  in  fitting  style,  it  is  recorded  that  Greene  and 
Bates  set  the  type  and  did  the  printing.  The  pamphlet 
was  illustrated  with  wood-cuts  made  by  Dewey  Bates, 
who  later  was  to  win  international  reputation  as  an  artist. 

Towards  the  close  of  1870,  Andrew  J.  Parker,  at  that 
time  assistant  to  Professor  Leidy  at  the  University  of 
Pennsylvania,  joined  the  society.  He  was  an  ardent, 
earnest  student  of  great  ability,  with  a  universality  of 
interests  and  tastes.  He  prepared  several  papers, — one 
treating  of  the  polarization  of  light,  and  another  on  the 
action  of  colloids  on  the  formation  of  crystals.  This 
second  paper  antedated  by  more  than  six  months  the 
famous  discussion  of  the  same  subject  by  Dr.  Henry 
Morton,  of  Stevens  Institute,  and  as  it  contained  some 
very  brilliant  ideas  on  the  action  of  the  sap  of  plants  in 
modifying  the  character  of  the  foliage,  it  is  unfortunate 
for  the  credit  of  the  High  School  that  the  Microcosm  was 
not  able  to  publish  Parker's  results.  Mr.  Bartlett  sends 
the  following  reminiscence  of  one  of  the  meetings  of  the 
society : 

"  I  remember  one  evening  we  were  engaged  in  the  discussion  of 
molecular  physics.  Parker  and  Thomson  were  at  that  time  deep  in 
the  mysteries  of  the  subject,  which  involved  the  consideration  of  the 
interaction  of  three  or  more  bodies,  and  the  aid  of  mathematics  was 
called  in.  Just  then  Professor  Barker  (George  F.),  who  was  on  a 
visit  to  Philadelphia  from  Boston,  stepped  into  the  room  with  a 


218  HISTORY    OF    THE 

pleasant  expression  on  his  face,  intending,  no  doubt,  to  encourage 
youthful  scientists  and  probably  expecting  to  be  amused  with  some 
discussion  found  in  Pepper's  Playbook  of  Science  (a  popular  work 
of  the  day),  but  when  he  had  heard  the  views  of  these  two  boys, 
for  neither  was  over  nineteen  years,  involving  such  an  acquaintance 
with  so  abstruse  a  subject,  he  could  not  refrain  from  giving  expres- 
sion to  his  astonishment  and  admiration,  and  made  a  very  pleasant 
address  of  encouragement." 

The  society  continued  to  prosper  and  to  increase  in 
membership.  Several  were  elected  from  without  the 
Alumni  of  the  Central  High  School  and  more  from  later 
classes.  Presently  an  element  entered  who  were  more 
pleased  to  discuss  parliamentary  subjects  than  science, 
and  personal  disputes  about  the  constitution  and  by-laws 
occupied  the  major  part  of  the  evening.  The  result  was 
that  those  interested  in  science  no  longer  attended  and 
general  interest  lapsed.  After  a  time  the  society  ceased 
to  meet  at  the  school,  and  from  1875  to  1878  the  original 
members  continued  their  sessions  at  the  private  labora- 
tory of  Dr.  William  H.  Greene,  Sansom  Street  below 
Tenth. 

Such  was  the  record  of  a  society  which  did  more  to 
encourage  independent  scientific  inquiry  than  any  other 
that  has  been  formed  in  connection  with  the  Central 
High  School.  It  must  be  remembered  that  the  Micro- 
cosm flourished  before  laboratory  teaching  had  been  in- 
troduced into  the  school.  The  chemical  laboratory  was 
started  about  1875  by  one  of  the  founders  of  the  Micro- 
cosm, Elihu  Thomson,  then  a  member  of  the  High  School 
Faculty.  As  the  facilities  for  laboratory  instruction  in- 
creased there  was  less  necessity  for  this  independent  out- 
side work.  A  large  proportion  of  the  members  of  the 
Microcosm  became  leaders  in  the  literary,  scientific,  and 


CENTRAL    HIGH    SCHOOL  219 

political  life  of  Philadelphia.  Rarely  has  there  been  a 
group  of  students  who  have  so  early  displayed  tastes  that 
were  finally  to  determine  their  careers.  As  a  boy  of  nine- 
teen, Elihu  Thomson  showed  interest  in  scientific  work, 
William  H.  Greene,  an  intimate  knowledge  of  chemistry, 
Dewey  Bates,  an  ability  at  graphic  representation,  An- 
drew J.  Parker,  the  power  of  original  investigation,  and 
so  with  many  other  names  upon  the  list.  The  student  of 
educational  history  must  regret  that  as  the  instruction  in 
the  school  becomes  more  systematic  and  more  thorough 
the  opportunity  for  such  independent  inquiry  will  de- 
crease.* 

The  opening  exercises  have  always  formed  one  of  the 


*  The  charter  of  The  Scientific  Microcosm  is  in  the  possession  of 
Elihu  Thomson,  who  has  copied  this  list  of  its  members: 

William  H.  Greene,  Elihu  Thomson,  George  J.  Garde,  Dewey 
Bates,  Abraham  M.  Beitler,  Edwin  J.  Houston,  Frank  P.  Prichard, 
James  H.  Warrington,  Harry  Willis,  J.  Alexander  Wilson,  James 
Alcorn,  John  Bartlett,  Lucien  E.  R.  Lyons,  W.  M.  Spackman,  Robert 
H.  Walch,  Benjamin  F.  Teller,  A.  H.  Williams,  H.  G.  Harris,  Robert 
E.  Pattison,  George  W.  Cloak,  Harvey  Middleton,  George  R.  Buck- 
man,  C  A.  Deemes,  D.  C.  Greenewald,  G.  Boswell,  Jacob  Teller,  C. 
R.  Pancoast,  Henry  Leffmann,  William  H.  Schlemm,  C  W.  Mac- 
farlane,  William  H.  Wahl,  Andrew  J.  Parker,  Isaac  Norris,  Wil- 
liam P.  Evans,  J.  Harry  Buckingham.  With  but  few  exceptions 
they  were  students  at  the  High  School. 

As  an  illustration  of  the  nature  of  the  meetings,  the  following 
programme  for  December  22,  1869,  is  given: 

1.  "  Combustion,"  by  William  H.  Greene. 

2.  "  The  Fourth  Day  of  Creation,"  by  H.  Willis. 

3.  "  Ozone,"  with  experiments,  by  E.  Thomson. 

4.  "  Color,"  illustrated,  by  D.  Bates. 

5.  "  Acoustic  Tunnels,"  by  R.  E.  Pattison. 

Questions  for  discussion:  Chemical  Solutions,  and  Whence  the 
Solar  Heat? 


220  HISTORY    OF    THE 

most  interesting  incidents  in  the  school  life,  since  they 
afford  occasion  for  the  assembly  of  all  of  the  students, 
together  with  the  members  of  the  Faculty. 

When  Professor  Bache  left  the  school  six  divisions 
had  been  provided  for  in  the  roster.  These  were  accus- 
tomed to  assemble  at  nine  o'clock  in  the  morning,  and 
after  the  reading  of  the  Scriptures  for  fifteen  minutes  the 
scholars  would  disperse  for  the  other  duties  of  the  day. 
They  were  accustomed  to  interchange  class-rooms  at 
the  conclusion  of  each  hour.  With  the  development  of 
the  school,  Professor  Hart  found  it  possible  to  attempt  a 
more  elaborate  plan  whereby  declamation  exercises  on 
the  part  of  the  students  could  be  introduced.  These. oc- 
curred at  the  end  of  each  school  day  at  2  P.M.,  and  formed 
a  pleasant  conclusion  of  the  day's  work.  President  Riche 
transposed  the  order  of  the  morning  exercises  and  in- 
troduced regulations  providing  for  the  assembly  of  the 
students  in  the  lecture-room  at  9  A.M.,  the  professors 
being  seated  along  the  aisles  at  convenient  distances. 
The  President  then  read  a  chapter  from  the  Bible,  and 
four  upper  classmen,  representing  the  divisions,  D,  C,  B, 
and  A,  in  turn  recited  a  personally  chosen  selection,  after 
which  the  classes  were  sent  by  roll-call  to  their  respec- 
tive class-rooms.  This  practice  in  public  speaking  was  of 
inestimable  value  to  the  students  of  the  school.  To  stand 
up  in  a  crowded  hall  before  from  four  hundred  to  six 
hundred  interested  and  not  always  kindly  critics  is  a 
severe  ordeal,  and  the  result  was  that  those  students 
who  had  any  tendency  towards  public  speaking  gradu- 
ally acquired  a  confidence  which  served  them  well  in 
after-life.  Harry  Shelmire  Hopper,  of  the  Sixty-sixth 
Class,  says: 


CENTRAL    HIGH    SCHOOL  221 

"  We  always  enjoyed  the  comic  selections,  and  a  mild  sensation 
occurred  when  a  boy's  nerve  and  memory  deserted  him  after  be- 
ginning his  speech  and  he  would  be  obliged  to  leave  the  platform. 
The  system  of  marking  declamations  was  most  peculiar.  Each  pro- 
fessor gave  the  speaker  a  mark;  these  were  added  together  and 
divided  by  the  number  of  professors,  and  the  result  was  the  average. 
One  or  two  professors  did  not  consider  themselves  equal  to  marking 
for  this  subject  and  so  never  marked.  One  often  gave  marks  lower 
than  the  others,  because  he  considered  the  selection  too  theatrical 
or  not  properly  selected.  We  were  bold  enough  to  go  to  a  pro- 
fessor who  gave  us  a  low  declamation  mark  and  tell  him  that  his 
was  the  lowest,  and  ask  him  to  raise  it,  which  appeal  was  sometimes 
successful." 


It  is  a  tradition  that  Ignatius  Donnelly  was  the  first 
student  of  the  school  to  give  an  original  oration  before 
his  class,  but  the  students  of  the  later  fifties  will  re- 
member the  sensation  that  was  made  when  George 
Alfred  Townsend,  in  D,  attempted  to  follow  Donnelly's 
example  before  the  entire  school.  C.  Cathcart  Tay- 
lor, whose  "  Random  Thoughts  on  the  High  School 
and  its  Boys"  has  preserved  so  many  of  the  interesting 
traditions  of  the  school,  says  that  the  year  after  public 
declamation  was  introduced  "  a  lad  who  had  been  only 
two  years  in  Pennsylvania  was  admitted  to  the  High 
School, — shy,  unacquainted,  and  plain  to  look  at.  Sel- 
dom if  ever  had  original  compositions  been  delivered  in 
the  lecture-room  when  this  new  boy  was  called  to  his 
maiden  effort.  He  spoke,  on  a  theme  of  the  day,  his 
own  thoughts  and  words  to  the  surprise  of  many;  and 
some  may  have  called  it  assurance.  There  are  always  too 
many  to  cry  '  Sit  down'  and  '  Come  back,'  but  the  second 
time  this  boy  spoke  he  addressed  his  class.  The  third 
time  he  read  a  poem.  The  example  spread  and  other 
boys  began  to  read  their  speeches.  It  was  soon  known 


222  HISTORY    OF   THE 

what  crack  speaker  was  to  be  up  to-day  and  which  would 
to-morrow.  Joel  Cook,  .  .  .  also  a  pupil  at  the  time  of 
which  I  speak,  delivered  a  piece  critical  of  all  the  crack 
speakers,  including  the  new  boy ;  but  the  latter  was  not  to 
be  discouraged,  and  upon  the  next  occasion,  to  use  an  ex- 
pressive verse  of  Bret  Harte's,  he  '  went  for  that'  Cook 
without  gloves,  so  that  the  Faculty  had  to  compel  all 
original  speeches  to  be  submitted  to  examination."  The 
new  boy  was  George  Alfred  Townsend,  whose  subsequent 
relations  to  the  American  press  "  form  the  commencement 
of  independent  journalism  in  America." 

There  was  an  interesting  later  development  in  the  dec- 
lamation exercises  when  Richardson  L.  Wright,  Jr.,  of 
the  Forty-fifth  Class,  delivered  an  oration  in  French 
which  was  so  polished  in  style  and  showed  such  mastery 
of  the  literary  construction  of  the  language  that  Pro- 
fessor Bregy  pleaded  with  his  colleagues  for  permission 
to  have  Wright's  oration  spoken  upon  the  Commence- 
ment platform;  but  the  members  of  the  Faculty  were 
afraid  that  the  effect  of  a  foreign  language  upon  an 
audience  of  which  the  undergraduates  formed  an  im- 
portant contingent  might  not  be  conducive  to  the  good 
order  of  the  Commencement  exercises. 

A  testimony  to  the  Riche  Faculty  from  one  of  the 
Alumni,  who  has  since  attained  to  eminence  in  public 
life,  will  be  an  appropriate  conclusion  to  this  subject. 

Roland  P.  Falkner,  the  first  honor  of  the  Eightieth 
Class,  was  the  first  High  School  graduate  to  take  a  city 
scholarship  in  the  College  Department  of  the  University 
of  Pennsylvania.  He  was  afterwards  elected  to  a  pro- 
fessorship in  the  Wharton  School,  and  has  rendered  use- 
ful public  service  as  statistician  of  the  Committee  of  the 


HENRY   LEFFMANN 


ALBERT    H.    SMYTH 


GEORGE   HOWARD   CLIFF 


WILLIAM    L.    SAYRE 


CENTRAL    HIGH    SCHOOL  223 

United  States  Senate  to  investigate  prices,  as  Secretary 
of  the  American  Delegation  to  the  International  Mone- 
tary Conference,  and  now  as  the  Chief  of  the  Bureau 
of  Documents,  Congressional  Library.  He  writes  from 
Washington,  in  recollection  of  his  High  School  days : 

"  Three  of  the  instructors  will  never  be  forgotten,  for  to  them  I 
owe  impulses  and  ambitions  which  have  affected  my  subsequent 
career. 

"  First  of  all  I  would  name  Franklin  Taylor.  Through  his  rela- 
tionship to  Bayard  Taylor,  and  the  fact  that  he  was  the  cousin  so 
frequently  mentioned  by  Bayard  Taylor  as  his  companion  in  '  Views 
Afoot,'  the  Doctor  became  from  the  first  in  my  eyes  a  personage  of 
importance.  He  was  an  irascible  gentleman,  and  in  his  anger  would 
say  sharp  things,  which  amused  quite  as  much  as  they  terrified  the 
boys.  But  he  was  full  of  old-fashioned  scholarship.  He  dwelt  upon 
the  value  of  classical  learning  with  so  much  insistence  that  I  re- 
gretted the  meagre  quantity  of  Latin  doled  out  to  us.  In  two  years 
and  a  half  we  had  finished  about  half  of  Nepos.  But  one  day  Taylor 
was  speaking  of  Caesar.  He  told  us  he  was  a  great  writer,  and, 
slamming  his  book  upon  the  desk,  said,  '  Read  him,  read  him,  and 
read  him  in  the  original.'  I  had  never  thought  of  anything  so  ambi- 
tious, but,  fired  by  Dr.  Taylor's  enthusiasm,  I  went  to  my  father's 
library,  where  I  found  a  well-worn  Anthon's  '  Caesar.'  With  the 
generous  aid  of  Anthon  I  plodded  through  the  first  three  books  of 
Caesar  on  my  own  account.  I  doubt  if  any  other  person  could  thus 
have  held  me  to  such  a  self-appointed  task.  It  was  Taylor  who  fired 
me  with  a  wish  for  something  more  than  a  High  School  education 
and  sent  me  to  college  and  eventually  to  Germany.  At  this  distance 
of  time  one  remembers  the  fact  rather  than  the  process,  but  when 
in  accordance  with  the  custom  in  Germany  I  wrote  out  my  life  and 
placed  there  the  names  of  distinguished  teachers  who  had  helped  me 
in  my  intellectual  development,  I  was  proud  to  place  first  the  name 
of  Franklin  Taylor.  It  may  have  been  when  I  was  at  the  High 
School,  or  a  year  later,  that  Dr.  Taylor  asked  me  to  spend  an  even- 
ing at  his  home.  He  was  all  gentleness  and  sincerity,  and  took  such 
a  keen  interest  in  my  work  and  plans  that  the  kindly  remembrance 
of  his  good-heartedness  remains  an  enduring  memory. 

"  Second,  I  can  never  forget  E.  J.  Houston.  In  the  class-room  he 
was  clear  as  a  bell,  and  the  boy  must  have  been  stupid  indeed  who 


224  HISTORY    OF    THE 

did  not  profit  by  his  instructions.  But  most  of  all  I  value  him  for 
his  moral  influence.  Without  affectation  of  holiness  or  piety,  he 
knew  how  to  reach  the  impressionable  spot  in  a  boy's  character.  I 
had  several  conflicts  with  him  in  regard  to  questions  of  disorder. 
His  reproof  was  mild,  but  it  sank  deeper  than  a  longer  homily.  Nor 
have  I  forgotten  his  admonitions,  though  I  strove  to  show  that  I 
was  indifferent  to  them.  If  my  experience  is  a  type  of  that  of  others, 
I  can  well  understand  the  universal  love  and  affection  in  which  he 
was  held.  He  never  catered  to  popularity,  but  won  it  through  ster- 
ling integrity  and  good  sense. 

"  If  I  should  place  a  third  teacher  in  the  list,  it  would  be  Jacob  F. 
Holt.  With  him  I  never  had  any  personal  relations,  but  I  felt  him 
to  be  the  best  teacher  we  had.  There  was  a  solemn  substance  to  his 
teaching  which  left  an  ineffaceable  impression." 

In  the  educational  life  of  Philadelphia  President  Riche 
played  an  influential  part.  He  was  the  first  President  of 
the  Teachers'  Institute,  and  by  his  example  as  well  as  his 
counsel  he  kept  his  Faculty  in  touch  with  the  activities  of 
the  day.  In  1869  the  Artisans'  Night  School  was  estab- 
lished as  the  capstone  of  that  system  of  public  evening 
classes  which  the  city  has  learned  to  esteem  so  highly, 
and  its  first  principal  was  the  accomplished  head  of  the 
Central  High  School.  The  three  principals  of  the  school 
(Riche,  Hopper,  and  Christine)  and  a  large  proportion 
of  the  Faculty  have  been  drawn  from  the  teaching  force 
of  the  High  School. 

The  movement  towards  manual  training,  as  first  pre- 
sented, was  an  educational  novelty  with  which  President 
Riche  seems  to  have  lacked  sympathy.  In  its  first  con- 
sideration there  was  a  strong  desire  to  engraft  manual 
training  upon  the  High  School  curriculum,  and  it  is  prob- 
able that  this  would  have  been  done  if  the  Faculty  of  the 
school  could  have  been  induced  to  welcome  it.  In  1874 
the  High  School  Committee  inquired  what  instruction 
could  be  given  in  the  mechanic  arts  without  disturbing 


WILLIAM   A.   MASON 


OSCAR   C.   S.   CARTER 


CENTRAL    HIGH    SCHOOL  225 

the  present  course  of  study,  but  President  Riche's  answer, 
unanimously  endorsed  by  the  Faculty,  was  to  the  effect 
that  technical  education  could  only  be  given  profitably 
after  a  liberal  course,  such  as  the  High  School  afforded. 
Three  years  later  the  Committee  again  took  up  the  mat- 
ter and  asked  what  instruction  could  be  given  in  the 
industrial  arts,  and  specified  phonography  and  telegraphy 
as  subjects  which  they  would  be  glad  to  have  considered. 
But  again  the  Faculty,  with  a  conservatism  which  it  is 
now  easy  to  deprecate,  decided  against  the  idea,  and 
when  manual  training  entered  the  school  system  of  Phila- 
delphia, through  the  efforts  of  President  Steel  and  Super- 
intendent MacAlister,  it  was  established  in  a  separate 
school. 

In  1875  the  University  of  Pennsylvania  created  a  num- 
ber of  free  scholarships  for  the  pupils  of  the  public 
schools  in  the  Towne  Scientific  School.  This  may  be 
hailed  as  the  first  step  in  that  more  liberal  policy  which 
has  placed  the  University  in  the  front  rank  of  institu- 
tions of  its  class.  These  scholarships  were  open  to  the 
graduates  of  the  grammar  schools  who  had  spent  an 
extra  year  in  the  Senior  Class ;  hence  an  additional  duty 
was  thrust  upon  the  grammar  principals,  who  were  now 
obliged  to  prepare  their  students  for  both  the  High 
School  and  the  University  of  Pennsylvania.  The  gram- 
mar principals  therefore  recommended  to  the  Board  that 
the  February  examination  should  be  abolished,  so  that 
they  might  have  but  one  test  each  year.  Despite  the  pro- 
test of  the  High  School  Faculty,  this  proposition  was 
carried,  and  consequently  no  classes  entered  the  High 
School  in  February,  1877  and  1878,  and  as  a  result  there 
were  no  mid-year  Commencements  in  1881  and  1882. 

15 


226  HISTORY    OF    THE 

But  after  two  years  there  was  a  return  to  the  older  prac- 
tice until  1887,  when  the  last  February  class  was  ad- 
mitted. 

The  establishment  of  the  school  superintendency  in 
1883  brought  many  changes  to  the  system.  The  en- 
trance examinations  were  presently  assumed  by  the  cen- 
tral office  and  removed  from  the  control  of  the  High 
School  Faculty.  The  establishment  of  the  Manual  Train- 
ing School  caused  some  anxiety,  lest  the  influence  and 
popularity  of  the  older  school  should  diminish. 

It  is  probable  that  these  new  conditions  aided  in  bring- 
ing President  Riche  to  the  determination  to  resign.  He 
was  weary  of  the  burden  that  he  had  borne  so  manfully, 
for  almost  twenty  years.  His  work  was  done,  and  new 
problems  were  arising  in  which  he  was  not  interested. 
In  the  later  years  of  his  administration  domestic  sorrow 
had  weighed  heavily  upon  him,  and  in  the  Faculty  the 
harmony  that  had  characterized  the  earlier  period  had 
been  sadly  marred.  Doubtless,  also,  there  was  a  sting 
in  the  thought  that  the  school  around  which  his  life  had 
centred  was  being  slighted  for  novelties  and  experiments. 
In  1884  the  Faculty  had  inaugurated  an  agitation  for  a 
new  building;  a  special  appeal  was  sent  to  the  Board 
calling  attention  to  the  fact  that  with  sections  containing 
seventy  and  eighty  students  the  accommodations  were 
wholly  inadequate  for  the  work.  This  suggestion  led  to 
no  definite  result,  and  Riche's  regret  found  expression  in 
his  last  report.  "  This  is  indeed  a  serious  question," 
wrote  he,  "  and  may  well  challenge  attention  and  claim 
precedence  over  other  subjects  that  have  occupied  the 
time  and  thought  of  those  in  authority/' 

While  all  of  these  factors  entered  into  his  decision,  it  is 


CENTRAL    HIGH    SCHOOL  227 

doubtful  whether  his  disinclination  to  face  new  problems 
would  have  induced  him  to  resign,  but  for  the  failure  of 
the  Board  of  Public  Education  to  act  in  the  appointment 
of  a  member  of  the  Faculty  as  he  thought  best  for  the 
interests  of  the  school.  President  Riche  had  been  on  the 
best  of  terms  with  his  Committee.  No  appointments  were 
made  to  the  Faculty  unless  agreeable  to  him,  and  when  a 
new  policy  was  decided  upon,  he  preferred  not  to  con- 
tinue as  the  head  of  the  school  under  conditions  so  dif- 
ferent from  those  which  had  obtained  throughout  his 
long  connection  with  the  institution. 

In  February,  1886,  there  was  concluded  the  longest  ad- 
ministration in  the  history  of  the  school.  President 
Riche's  last  official  act  was  performed  at  the  winter  Com- 
mencement, where  his  reception  must  have  convinced  him 
of  the  genuine  affection  of  the  students  and  the  respect 
and  honor  in  which  he  was  held  by  his  colleagues  of  the 
Faculty. 


228  HISTORY    OF   THE 


CHAPTER    XI 

JOURNALISM  IN  THE  SCHOOL 

No  other  vocational  tendency  is  likely  to  be  asserted  so 
early  in  life  as  that  which  leads  one  to  news-writing.  The 
keen  interest  in  the  daily  life  of  the  school,  the  instant 
appreciation  which  an  apt  criticism  or  a  satire  or  a  vivid 
description  wins  from  the  boy  audience,  the  attention  to 
effective  writing  which  forms  a  part  of  the  course  of 
study, — all  combine  to  turn  towards  journalism  those 
who  have  the  slightest  bent  in  that  direction. 

Few  public  schools  have  sent  forth  a  greater  number  of 
news-writers  and  journalists  than  has  the  Central  High 
School.  Situated  in  a  large  city  where  the  press  has  been 
strong  in  vigor  and  independence  of  tone,  its  graduates 
have  naturally  turned  to  this  vocation  as  one  in  which 
they  might  fairly  expect  to  excel.  The  introduction  of 
phonography  during  the  administration  of  Professor  Hart 
gave  a  special  preparation  for  this  line  of  work,  and  many 
an  active  journalist  owes  his  first  position  to  his  peculiar 
skill  in  this  art.  The  records  of  the  High  School  show 
that  among  the  members  of  the  Alumni  are  included 
George  Alfred  Townsend,  who  was  one  of  the  first  of  the 
Civil  War  correspondents;  Joel  Cook,  financial  editor  of 
the  Public  Ledger  since  1883,  and  for  many  years  prior  to 
that  time  a  foreign  correspondent  of  the  London  Times; 
Hon.  James  Rankin  Young,  member  of  the  United  States 
House  of  Representatives  and  well  known  as  a  political 


CENTRAL   HIGH    SCHOOL  229 

writer  over  the  nom  de  plume  "  S.  M." ;  Stephen  N. 
Winslow,  the  oldest  journalist  of  Philadelphia,  editor  of 
The  Commercial  List  and  Price  Current;  Charles  E. 
School,  of  the  Evening  Star;  George  Harding,  who  be- 
came a  part  owner  of  The  Inquirer,  where  many  of  the 
young  graduates  of  his  old  school  were  welcomed  as 
workers;  Henry  C.  Titus,  of  The  Legal  Intelligencer; 
Rev.  Robert  M.  Patterson,  of  The  Presbyterian  Journal; 
C.  Cathcart  Taylor,  Esq.,  whose  "  Random  Thoughts  on 
the  High  School  and  its  Boys"  is  a  most  valuable  sketch 
of  the  Alumni  of  the  school;  William  M.  Singerly,  pro- 
prietor and  editor  of  The  Record;  William  Perrine, 
whose  recent  work  has  caused  his  native  city  to  be  re- 
christened  the  City  of  "  Penn" ;  James  W.  King,  for 
many  years  managing  editor  of  The  Press;  T.  Ellwood 
Zell,  editor  and  publisher  of  "  Zell's  Encyclopaedia,  Dic- 
tionary, and  Gazetteer,"  and  of  many  other  works  of 
kindred  nature;  Henry  George,  the  Single  Tax  advo- 
cate ;  Alfred  H.  Love,  editor  of  The  Peacemaker;  Addi- 
son  B.  Burk,  of  the  Public  Ledger;  Clarence  M.  Barton, 
editor  of  the  Olympia  Tribune  (Washington) ;  Charles 
S.  Wayne,  editor  in  Colorado;  Dennis  F.  Dealy;  George 
W.  Allen;  George  J.  Brennan;  Walter  McMichael; 
Louis  N.  Megargee;  Alexander  J.  McCleary;  Drayton 
S.  Lewis;  William  H.  Burk;  John  Trevor  Custis,  Jr.; 
Felix  N.  Gerson;  James  S.  McCartney;  Henry  C.  Lu- 
kens;  James  M.  West;  John  R.  Dunglison;  Russell  P. 
Jacoby,  and  many  others.  The  reportorial  staffs  of  the 
various  local  newspapers  contain  dozens  of  Alumni,  who 
are  known  to  their  chiefs  as  men  of  honor  and  capacity, 
serving  with  fidelity  in  the  profession  of  their  choice. 
That  many  of  these  successful  journalists  received 


230  HISTORY    OF   THE 

their  first  impulse  towards  what  has  since  become  their 
life-work  while  students  in  the  High  School  is  beyond 
question.  With  many  the  first  writing  was  for  the  school 
papers.  George  Alfred  Townsend  sent  his  first  poem  to 
The  High  School  Journal.  For  two  years  Joel  Cook 
edited  and  published  The  Times  (1857-59),  and  when  he 
left  the  school  the  paper  was  transferred  to  another  firm, 
in  which  Charles  E.  School  was  the  junior  partner. 
When  William  Perrine  was  a  student  in  the  school  he 
worked  for  several  amateur  journals,  one  of  which,  in 
urging  his  claim  for  the  Vice-Presidency  of  the  National 
Amateur  Press  Association,  speaks  of  him  as  having  en- 
tered the  Central  High  School  at  the  youngest  age  of  any 
recorded  admission.  Two  of  the  editors  of  The  Peda- 
gogue, William  H.  Mearns  and  Samuel  L.  Chew,  were 
afterwards  elected  to  like  positions  upon  the  staff  of  The 
Teacher,  the  educational  journal  of  Philadelphia.  Albert 
Elmer  Hancock,  whose  novel  "  Henry  Bourland"  is  one 
of  the  recent  literary  successes,  was  a  correspondent  and 
editor  of  the  school  paper  of  his  day. 

It  is  believed  that  since  The  Mirror  was  established  in 
1886  but  two  of  its  editorial  staffs  have  not  been  repre- 
sented in  professional  journalistic  work.*  Doubtless 

*  Perhaps  the  best  illustration  of  the  influence  of  The  Mirror  is 
afforded  by  the  class  of  1893  (Ninety-eighth  Class).  Of  the  staff 
of  the  school  paper,  the  following  have  since  engaged  in  newspaper 
work:  William  H.  Ukers,  on  a  New  York  trades  journal;  Robert 
S.  Winsmore,  on  The  New  York  Times;  William  M.  Matos,  on 
The  Evening  Telegraph,  Philadelphia ;  William  H.  Bradner,  illus- 
trative work  on  Philadelphia  dailies ;  Arthur  C.  Bray,  editor  of  The 
Daily  Mining  Record,  Colorado  Springs ;  William  B.  Bray,  on  The 
Inquirer,  Philadelphia;  Melville  Ferguson,  on  The  Record,  Phila- 
delphia. Also  Ralph  Stearley  and  Charles  Winsmore,  who  were 
temporarily  engaged  in  newspaper  work. 


CENTRAL    HIGH    SCHOOL  231 

many  of  those  whose  names  have  been  given  wrote  for  the 
school  papers,  but  in  their  modesty  made  use  of  a  nom 
de  plume,  and  hence  have  effectively  concealed  their 
youthful  screeds.  The  school  papers  must  have  special 
interest,  therefore,  from  the  fact  that  contributions  to 
them  show  tendencies  which  have  since  led  in  the  choice 
of  vocations. 

Probably  the  first  paper  to  contain  student  notes  upon 
the  life  of  the  High  School  was  The  Teachers'  and  Pupils 
Advocate,  published  in  1846-47  in  Boston,  New  York, 
Philadelphia,  and  Baltimore.  Its  editor  solicited  corre- 
spondence from  the  High  School,  and  soon  established 
regular  representatives  there.  Valedictory  and  Com- 
mencement addresses  were  printed  in  full,  and  there  is 
at  least  one  prize  essay,  upon  "  The  Pleasures  of 
Thought,"  by  John  R.  Whitney,  who  is  termed  "  a  pupil 
of  the  High  School." 

A  few  years  later  came  the  first  attempts  to  establish 
papers  edited  and  controlled  by  the  students.  Alfred  H. 
Love,  of  the  Twelfth  Class,  was  the  founder  of  a  class 
paper.  As  early  as  1849,  James  G.  Barnwell,  of  the 
Sixteenth  Class,  and  now  Librarian  of  the  Philadelphia 
Library  Company,  edited  a  school  paper  called  The 
Minute  Book,  and  he  recalls  that  it  was  not  without  its 
contemporaries  and  rivals. 

With  the  great  popularity  of  the  High  School  under 
the  Hart  regime,  the  attention  of  professional  journalists 
was  directed  to  the  field  that  it  offered  for  their  enterprise. 
The  best  known  of  the  earlier  magazines  was  The  High 
School  Journal,  founded  in  May,  1857,  by  George 
Nathaniel  Townsend,  who  had  left  the  school  two  years 
before,  after  completing  a  partial  course.  Its  publication 


232  HISTORY    OF   THE 

had  been  heralded  by  a  prospectus,  which  was  circulated 
freely  among  the  student  body,  inviting  the  pupils  to  con- 
tribute generally  to  its  support.  Public  opinion  was  ripe 
for  a  school  organ  and  the  students  readily  responded. 
George  Alfred  Townsend  wrote  his  first  poem  for  this 
journal,  and  in  its  third  number  appeared  his  "  Progress 
of  Education,"  in  which  the  higher  culture  was  surveyed 
in  a  most  telling  manner.  Among  the  earlier  contributors 
were  C.  Harry  Brock  and  Henry  C.  Lukens.  The  articles 
give  a  thorough  picture  of  the  school  life.  When  "  Fanny 
Fern,"  the  distinguished  author  of  "Ruth  Hall"  and  other 
books,  visited  the  High  School,  the  impressions  which  the 
students  received  of  the  eminent  writer  are  vividly  set 
forth.  We  are  told  that  a  special  declamation  exercise 
was  held  in  her  honor,  and  that  "  Master  Cook,  of  Di- 
vision D,  delivered  Clay's  famous  speech  on  the  Jackson 
Expunging  Resolution  in  a  manner  that  would  not  dis- 
grace the  original  orator."  Afterwards,  in  her  descrip- 
tion of  Philadelphia,  she  speaks  of  its  citizens  as  well 
deserving  "  that  their  bright-eyed  sons  should  be  educated 
in  a  noble  institution  like  the  Central  High  School,  where 
pure  ventilation  and  cheerfulness  are  considered  of  as 
much  importance  as  mathematics  or  Greek  and  Latin, 
where  the  placid  brow  and  winning  smile  of  the  principal 
are  more  potent  auxiliaries  than  ferules  or  frowns." 

As  the  paper  expanded  more  attention  was  directed  to 
encouraging  a  literary  spirit  within  the  school.  C.  Harry 
Brock  wrote  a  prize  story,  which  was  continued  through 
several  numbers,  called  "  Education:  a  Tale  of  Philadel- 
phia and  of  the  High  and  Normal  Schools,"  possibly  the 
first  of  the  great  series  of  sketches  which  have  connected 
the  life  of  these  neighboring  institutions. 


CENTRAL    HIGH    SCHOOL  233 

The  High  School  Journal  appeared  monthly.  Each 
issue  was  of  eight  pages,  and  contained  accounts  of  any 
matters  that  concerned  the  school  or  public  education  in 
the  city.  A  number  of  school  essays  were  reprinted,  and 
thus  literary  interest  was  stimulated.  In  its  second  year 
the  name  was  altered,  and  The  School  Journal  assumed 
the  form  of  a  magazine  of  sixteen  pages.  At  first  George 
Alfred  Townsend  and  Oliver  D.  Martin  were  associated 
with  the  founder  in  the  editorial  conduct  of  the  paper, 
and,  commencing  with  the  second  volume,  Henry  C. 
Lukens  was  added  to  the  editorial  staff.  Occasionally 
there  were  sketches  of  the  members  of  the  Faculty,  illus- 
trated with  specially  prepared  wood-cuts.  The  essays  of 
this  period  show  a  degree  of  sprightliness  and  humor 
which  might  well  be  expected  from  the  vigorous  tone  of 
the  school  life  at  this  time.  While  the  subjects  are  trite 
and  the  style  is  at  times  juvenile,  there  can  be  no  question 
that  facility  in  expression  was  encouraged  by  a  journal 
of  this  kind. 

The  public  declamation  and  composition  exercises  held 
at  the  school  on  the  evening  of  July  I,  1858,  are  ex- 
ceedingly well  reported,  and  some  of  the  comments  upon 
the  speakers  have  especial  interest  from  the  after-promi- 
nence of  the  contestants.  These  exercises  were  inaugu- 
rated by  Professor  Hart  in  order  to  afford  an  oppor- 
tunity to  exhibit  the  work  of  the  students  before  the 
public.  A  visitor  was  asked  to  suggest  a  subject  for  the 
composition  and  then  a  number  of  contestants  were  as- 
signed to  write  upon  that  subject.  Meanwhile  the  first 
part  of  the  programme  proceeded.  A  number  of  speakers 
(ten  or  twelve)  declaimed,  some  of  them  having  written 
their  own  orations.  Upon  the  evening  in  question  the 


234  HISTORY    OF   THE 

contestants  were  C.  Harry  Brock,  George  Alfred  Town- 
send  (who  wrote  an  original  essay  upon  the  "  The  Poet," 
of  which  The  School  Journal  reports :  "  In  speaking  he 
does  well,  but  has  not  the  advantage  of  a  strong  voice.  He 
will  make  his  mark  as  a  writer  rather  than  as  a  speaker") , 
J.  J.  Weaver,  G.  W.  Mindil,  Joel  Cook  (who  spoke  on 
"  Protection  to  American  Industry,"  an  effort  which  elic- 
ited this  scathing  comment :  "  Mr.  Cook  spoke  in  too 
low  a  tone,  and  during  his  delivery  held  his  body  so  far 
forward  that  we  were  afraid  he  would  lose  his  centre  of 
gravity.  He  kept  his  notes  behind  him  as  if  afraid  to 
show  them"),  Meyer  Goldsmith,  E.  Payson  Hippie  (who 
delivered  an  original  essay  on  "  The  Right  of  Search"), 
Samuel  B.  Huey  (subject,  "  The  Advantages  of  Educa- 
tion," but  the  severe  critic  reports :  "  Mr.  Huey's  delivery 
was  excellent,  but  his  voice  is  too  weak;  with  age  his  voice 
will  acquire  strength  and  his  efforts  be  much  better"), 
R.  S.  McNeille,  L.  B.  Norton,  T.  C.  Stellwagon,  P.  S. 
Bell,  W.  H.  Harrison,  E.  D.  Ledyard,  and  T.  Guilforcl 
Smith  (who  delivered  an  original  oration  upon  "  The 
Spirit  of  Generous  Rivalry"). 

Meanwhile  the  contestants  in  the  second  part  of  the 
programme  were  writing  upon  a  theme  suggested  by  Pro- 
fessor Henry  Coppee,  of  the  University  of  Pennsylvania, 
— "  Manners  are  the  Shadows  of  Virtues." 

When  the  declamations  were  concluded,  the  contest- 
ants were  called  upon  to  read  what  they  had  written. 
Ten  compositions  were  thus  read  to  the  audience,  some  of 
the  writers  having  been  contestants  in  the  first  part  of  the 
programme.  A  jury  of  award  was  then  selected  from 
the  audience,  including  Professor  Henry  Coppee,  Presi- 
dent William  H.  Allen,  of  Girard  College,  Henry  C. 


CENTRAL    HIGH    SCHOOL  235 

Hickok,  State  Superintendent  of  Schools,  and  a  number 
of  other  well-known  gentlemen.  The  verdict  was  publicly 
announced  upon  Commencement  day,  when  the  awards 
were  given  to  George  Alfred  Townsend  for  the  best  decla- 
mation and  to  Edward  D.  Ledyard  for  the  best  extempore 
composition. 

There  can  be  no  clearer  picture  of  the  happy  and  in- 
dustrious student  life  than  is  thus  gleaned  from  the  arti- 
cles in  The  High  School  Journal.  Eventually,  it  again 
changed  its  name  and  broadened  its  scope  (The  Family 
and  School  Journal),  but  it  was  not  then  so  successful 
as  when  it  appealed  to  a  limited  but  loyal  group.  After 
about  two  and  one-half  years  of  life  the  paper  languished, 
and  in  1859  publication  was  suspended. 

Contemporary  with  this  effort  a  series  of  papers  was 
published  by  a  student  group,  chief  among  whom  was 
Joel  Cook.  Probably  the  first  attempt  to  publish  a  paper 
in  which  all  of  the  work  was  to  be  done  by  students  was 
made  in  1857  by  Joel  Cook  and  his  brother  Richard. 
The  Union,  whose  motto,  "  Liberty  and  Union,  Now 
and  Forever,"  had  a  peculiar  significance  in  these  ante- 
bellum days,  appeared  as  a  weekly  in  the  spring  of 
1857  and  was  published  by  "  Cook  &  Norton."  In  the 
next  year  Richard  Y.  Cook,  who  had  been  admitted  to 
the  school  in  February,  1858,  displaying  an  enterprise 
unusual  in  Freshmen,  started  The  Times,  which  was  an- 
nounced to  appear  every  ten  days. 

These  papers  sold  for  one  cent,  and  were  about  five  by 
six  inches  in  size.  They  were  printed  on  a  hand-press, 
evidently  the  same  for  both  sheets,  even  though  the  pro- 
prietors were  rivals.  All  of  the  type-setting  was  done  by 
the  lads,  who  were  at  once  editors,  compositors,  pressmen, 


236  HISTORY    OF   THE 

publishers,  and  newsboys.  Even  the  press  was  made  by 
the  Cook  brothers,  and  it  is  recorded  that  their  parents, 
as  well  as  near  neighbors,  were  much  alarmed  at  the 
terrific  noise  made  by  the  crude  machinery. 

Eventually,  in  the  autumn  of  1858,  a  consolidation  was 
effected,  and  thereafter  The  Times  was  published  by 
"  Joel  Cook  &  Co."  For  over  a  year  its  prosperity  was 
very  great,  and  its  appearance  "  every  Wednesday"  was 
eagerly  looked  for.  The  circulation  reached  five  hundred, 
and  as  it  was  judiciously  edited,  it  was  generally  well 
esteemed  by  the  Faculty.  "  No  scurrilous  or  otherwise 
offensive  matter  will  be  admitted  to  the  columns"  was  the 
editorial  platform,  and  hence  the  criticisms  of  the  school 
management,  which  occasionally  appeared,  were  confined 
to  those  facts  of  which  the  students  might  be  expected  to 
have  accurate  knowledge.  There  were  a  joker 's  page  and 
a  puzzle  column,  as  well  as  complete  reports  of  the  various 
societies,  clubs,  and  other  interests.  In  its  last  numbers 
correspondence  was  admitted  from  the  Girls'  High 
School,  and  this  custom  has  been  happily  continued  in 
later  magazines. 

In  December,  1859,  the  proprietors  transferred  their 
paper  to  the  new  firm  of  "  Wetherill  &  School,"  but  this 
was  the  preliminary  to  the  usual  catastrophe,  which  was 
inevitable  on  the  graduation  of  the  group  most  interested 
in  the  enterprise.  Perhaps  the  most  renowned  journalistic 
success  of  The  Times  was  the  publication  of  the  "  Vale- 
dictory Manifesto,"  which  was  distributed  at  the  Com- 
mencement of  February,  1859,  in  defence  of  the  students' 
position  in  the  dispute  over  the  distribution  of  Commence- 
ment tickets.  The  undelivered  speeches  of  the  recalcitrant 
orators  were  also  printed  in  full  in  a  special  number. 


CENTRAL    HIGH    SCHOOL  237 

That  The  Times  occupied  a  necessary  niche  in  the 
school  life  is  best  attested  by  the  number  of  would-be 
successors  that  its  suspension  called  forth.  Of  these  The 
Press,  published  by  "  S.  H.  Dickerman  &  Co."  (1860), 
was  the  best  supported;  but  with  the  approach  of  the 
Civil  War  national  interests  absorbed  the  attention  of  the 
students,  and  so  these  attempts  were  not  encouraged. 

Both  The  High  School  Journal  and  The  Times  gave 
generous  space  to  reports  of  the  numerous  literary  so- 
cieties that  flourished  in  the  decade  before  the  Civil  War. 
They  were  the  product  of  an  age  in  which  effective  public 
speaking  was  much  esteemed,  and  they  prospered  because 
they  appealed  to  the  social  instinct.  A  group  of  students 
would  form  an  association  which,  after  graduation,  would 
be  cherished  zealously  as  a  survival  of  the  happy  school 
days. 

A  complete  list  of  the  literary  societies  in  which  High 
School  students  were  active  from  1850  to  1860  would 
fill  several  pages.  Among  the  most  successful  may  be 
mentioned  Otis,  Bache,  Hart,  Harrison,  Innominati, 
Prescott,  Philadelphia,  Bryant,  Pennsylvania,  Adel- 
phian,  Morris,  Keystone,  Graduates',  Delta,  Bancroft, 
Southwark,  Everett,  Constitution,  etc.  The  Literary 
Congress  was  composed  of  three  delegates  from  each 
society.  Elaborate  lecture  courses  were  arranged  by  the 
more  flourishing  societies.  In  1859,  Wendell  Phillips  and 
Horace  Greeley  lectured  before  the  Harrison  Literary  In- 
stitute. The  programme  of  the  Literary  Congress  of  the 
preceding  season  gives  the  names  of  Horace  Mann,  T. 
Starr  King,  George  D.  Prentice,  Hon.  Anson  Burlin- 
game,  Hon.  John  P.  Hale,  and  John  G.  Saxe.  By  report- 
ing the  proceedings  of  these  societies  with  elaborate  de- 


238  HISTORY    OF    THE 

tail,  and  by  personal  criticisms  that  were  always  sprightly 
and  honest  even  if  occasionally  juvenile,  the  school  papers 
stimulated  the  general  interest  in  this  phase  of  student 
life. 

Any  account  of  the  early  journalism  that  omitted  The 
Bush  Eel  episode  would  lack  its  most  exciting  feature. 
The  two  numbers  of  this  famous  journal  appeared  in 
October,  1856,  and  June,  1857,  and  the  series  was  con- 
tinued the  next  year  by  the  single  issue  of  The  High 
School  Reporter.  Single  copies  of  these  papers  have  sur- 
vived, and  the  sensation  that  they  created  is  still  vivid  in 
the  memory,  though  the  authors  of  the  mischief  are  un- 
known. While  the  ethics  of  anonymous  journalism  must 
always  be  open  to  reproach,  there  can  be  no  question  that 
this  paper  was  ably  edited,  vigorous  in  its  judgments  and 
virile  from  its  point  of  view.  It  was  the  manifestation  of 
an  extremely  active  school  intelligence,  and  while  the 
better  element  of  the  student  body  did  not  support  the 
paper,  it  persisted  because  its  publication  involved  a  con- 
tinuous competition  between  the  editors  and  the  Faculty 
to  see  whether  the  identity  of  the  former  could  be  dis- 
covered. It  received  its  name  from  a  serpent  which  it  is 
reported  to  be  dangerous  to  crush,  and  its  motto  was  as 

follows : 

"  I  ask  respect,  and  as  I  hold 

The  scales  in  equal  balance  free, 
I  say  to  those  who  seek  to  crush, 
Take  care ;   don't  tread  on  me." 

Its  description  of  the  opening  of  the  Central  High 
School  in  August,  1856,  written  by  "  Black  Hawk/' 
would  apply  to  a  prison  of  the  Inquisition. 

"  The  members  of  the  Senior  Class  were  naturally  exu- 
berant at  the  idea  of  having  to  pass  only  five  months  more 


CENTRAL    HIGH    SCHOOL  239 

of  purgatorial  existence,  at  which  time  they  would  emerge 
from  the  Temple  of  Sin.  The  Junior  and  Sophomore 
Classes  were  on  the  very  brink  of  despair  at  the  bare  idea 
of  two  or  three  years'  more  submission  to  tyranny.  The 
Freshmen  were  not  sufficiently  versed  in  the  terrors  of 
High-Schooldom  to  know  their  miseries."  Several  of  the 
comments  on  the  members  of  the  Faculty  were  decidedly 
uncomplimentary.  * 

With  the  second  issue  of  The  Bush  Eel  came  the 
catastrophe  that  ended  its  career.  Professor  Hart  gave 
solemn  notice  that  any  student  detected  in  circulating 
copies  would  be  punished  with  immediate  expulsion. 
One  unfortunate  fell  into  the  hands  of  justice  and  was 
summarily  dealt  with;  but  afterwards  the  Senior  Class 
petitioned  for  his  reinstatement,  pledging  their  word  that 
The  Bush  Eel  would  cease  to  rattle,  and,  with  the 
genuine  moderation  that  always  characterized  Professor 
Hart's  administration,  the  pledge  was  accepted  and  the 
culprit,  who  is  ,to-day  an  eminent  and  useful  citizen  of 
Philadelphia,  was  restored  to  membership  in  his  class. 

During  the  Civil  War  the  attention  of  the  more  enter- 
prising students  was  directed  towards  the  great  political 
questions  of  the  day,  and  consequently  there  was  less 
interest  in  school  problems.  In  many  cases  the  leaders 
of  the  classes  enlisted,  and  thus  left  a  void  which  was 

*  One  of  the  cleverest  verses  in  the  paper  was  "  An  Epitaph  to  a 
Dutch  Boy(e),"  the  authorship  of  which  has  recently  been  admitted 
by  "  Gath" : 

"  Here  are  his  bones  beneath  this  mound  of  earth, 

A  chemist  to  virtue  and  to  truth  unknown ; 
Fair  Science  smiled  not  on  his  homely  birth, 
And  Satan  marked  him  for  his  own." 


240  HISTORY    OF    THE 

naturally  felt  in  the  school  life.  Not  until  April,  1867, 
was  there  any  attempt  to  produce  a  school  journal,  and 
then  the  impulse  came  from  the  Freshmen.  The  Gl 
Herald  was  a  modest  hand-written  paper,  whose  single 
copy  circulated  freely  from  hand  to  hand  through  the 
class.  Its  editors  are  unknown,  but  as  that  one  section 
of  the  Fifty-sixth  Class  contained  Abraham  M.  Beitler, 
William  Wilkins  Carr,  George  J.  Garde,  and  William  H. 
Greene,  it  would  not  be  hard  to  find  competent  workers. 
During  its  two  months  of  life  its  chief  characteristic  was 
a  profound  loyalty  to  the  new  principal,  Riche,  and  a 
thorough  confidence  in  his  plans  for  the  school. 

Two  years  later  the  Fifty-fifth  Class,  then  in  B, 
promulgated  The  Portfolio,  a  monthly  in  every  way 
worthy  of  the  school,  and  which  for  three  years  satisfied 
the  natural  demand  for  an  organ.  Its  first  volume  (until 
February,  1870)  was  edited  with  rare  unostentation,  for 
while  there  was  no  anonymity  about  their  work,  the 
editors  announced  in  their  paper  only  the  place  of  publi- 
cation. But  in  the  last  number  the  names  of  the  workers 
were  made  public,  and  rarely  has  there  been  a  group  more 
active  as  undergraduates  or  more  worthy  as  Alumni, — 
Dewey  Bates,  Craige  N.  Ligget,  Frank  P.  Prichard,  and 
Samuel  E.  Cavin. 

Upon  their  graduation  the  control  of  The  Monthly 
Portfolio,  as  it  was  now  called,  passed  to  the  Fifty-eighth 
Class,  and  its  new  editors,  Frank  Rigler,  Robert  N.  Sim- 
pers, and  W.  H.  Rock,  announcing  their  names  but  once, 
took  up  the  work  for  the  next  year.  Then  the  Sixty-first 
Class,  while  in  C,  fell  heir  to  the  paper,  and  its  last  edi- 
tors were  William  H.  Peterman,  John  W.  Roberts,  and 
Andrew  J.  Parker.  Its  final  issue  was  in  November, 


CENTRAL   HIGH    SCHOOL  241 

1872,  when  its  editors  announced  suspension  of  publica- 
tion because  of  lack  of  student  support.  A  more  potent 
reason  was  the  absence  of  permanency  in  its  organiza- 
tion. It  was  a  personal  concern,  each  group  conducting 
the  paper  as  it  pleased  and  selecting  its  successors;  but, 
as  a  rule,  its  columns  were  carefully  edited  and  the  school 
news  was  faithfully  reported. 

The  early  success  of  The  Portfolio  brought  rivals  into 
the  field,  and  in  the  autumn  of  1869  a  group  of  Fresh- 
men published  The  Boys3  Gazette.  Its  editors  were 
Frank  G.  Odenheimer,  T.  A.  Burtt,  and  R.  L.  Shedaker, 
the  first  and  third  being  students  in  H3  at  the  time  of 
this  venture.  Eventually  this  paper  expanded  into  The 
Weekly  Record,  heralded  as  "  the  best  paper  in  the  world 
for  boys,"  and  Charles  D.  Shain  and  L.  H.  Coleman  were 
added  to  the  editorial  staff.  As  the  enterprise  became 
better  established  the  business  management  became  more 
adventurous.  After  the  summer  vacation  of  1870  the 
paper  was  distributed  freely  to  all  students,  and  was  sup- 
ported solely  by  advertising.  While  the  school  supplied 
the  majority  of  the  editors,  The  Weekly  Record  was 
not  designed  to  be  an  organ  of  the  High  School  alone. 
When  The  Portfolio  was  abandoned  by  its  last  editors, 
a  group  of  the  Sixty-second  Class  (William  C.  Craige, 
Norman  B.  McCormick,  George  W.  Janvier,  and  later 
William  D.  Yerger)  published  The  High  School  Journal 
for  a  term.  But,  despite  the  ability  and  enterprise  of 
these  various  class  groups,  their  work  lacked  permanency 
in  management,  and  hence  it  did  not  endure. 

In  the  Centennial  year  there  was  a  journalistic  revival 
from  which  the  school  received  a  strong  influence.  Early 

in  1876,  "  Wayne  &  Doster,"  two  former  students  of  the 

16 


242  HISTORY    OF    THE 

High  School  in  the  Sixty-eighth  Class,  issued  a  monthly 
called  The  Sun,  in  which  a  column  was  saved  for  High 
School  news.  The  senior  member  of  the  firm,  Charles 
Stokes  Wayne,  was  afterwards  known  as  an  author  and 
editor.  The  Literary  Times,  published  by  "  Hancock  & 
Ellis,"  was  issued  semi-monthly  after  April,  1877.  It 
was  the  organ  of  the  High  School  Literary  Society,  and 
served  its  purpose  well.  Our  Boys  and  Girls,  a  contem- 
porary, was  a  juvenile  paper,  for  which  several  High 
School  students  worked,  and  in  which  school  news  was 
chronicled.  But  these  experiments  did  not  suffice  for  the 
needs  of  the  school  constituency.  There  was  a  general 
desire  for  a  permanent  organ,  not  only  for  the  circulation 
of  school  news,  but  also  for  the  expression  of  student 
opinion.  The  Mirror,  founded  in  1885,  has  been  suc- 
cessful through  its  unique  organization  and  gives  promise 
of  continuity  so  long  as  the  school  shall  exist. 

The  Eighty-sixth  Class,  graduating  June,  1886,  had  a 
most  vigorous  and  virile  life.  Its  class  spirit  was  strong, 
and  its  organization  was  in  the  hands  of  able  and  efficient 
leaders.  The  project  of  a  school  paper  had  frequently 
been  discussed  and  this  class  determined  to  lead.  While 
in  B  (as  the  first  half  of  the  Senior  year  was  then  called) 
a  class  meeting  was  held  on  September  13,  1885,  to 
discuss  ways  and  means.  A  committee  of  three  was 
appointed  to  formulate  a  plan,  and  after  a  month's  con- 
sideration a  complete  report  was  presented  to  the  class. 
In  outline  it  provided  for  a  monthly  paper  to  be  pub- 
lished by  the  Eighty-sixth  Class  during  its  last  year 
(two  terms),  and  thereafter  by  each  succeeding  gradu- 
ating class.  To  secure  the  necessary  capital  it  was  sug- 
gested that  fifty  shares  of  stock,  at  fifty  cents  per  share, 


CENTRAL    HIGH    SCHOOL  243 

be  issued  to  the  class;  the  paper  to  be  sold  for  five 
cents  per  copy.  All  of  the  main  features  of  this  report 
were  adopted  unanimously,  and  the  only  division  was 
as  to  the  naming  of  the  proposed  journal.  When  the 
vote  was  taken,  the  meeting  was  found  equally  divided 
between  The  Mirror  and  The  Spectator,  and  it  was  the 
vote  of  the  chairman  which  settled  the  question. 

At  this  meeting  the  first  editors  were  elected.  Horace 
M.  Rumsey,  who  was  the  moving  spirit  in  the  project, 
was  elected  editor-in-chief.  After  graduation  from  the 
Central  High  School  Mr.  Rumsey  studied  law,  and  is 
now  a  prominent  member  of  the  Philadelphia  Bar.  The 
associate  editors  were  George  W.  Hyde,  Jr.  (now  As- 
sistant District  Surveyor  in  Philadelphia),  Milton  J. 
Rosenau  (now  a  surgeon  in  the  naval  service),  and  Clin- 
ton Rogers  Woodruff  (now  attorney  and  counsel  for  the 
Municipal  League).  The  chairman  whose  vote  chris- 
tened The  Mirror  was  William  P.  Brines,  afterwards  a 
prominent  clergyman  of  the  Methodist  Episcopal  Church. 
Such  was  the  first  editorial  group.  The  staff  has  devel- 
oped in  both  numbers  and  organization  since  this  begin- 
ning. At  first  there  was  no  department  grouping.  Mr. 
Hyde  assumed  charge  of  financial  matters,  but  without 
any  special  title.  In  January,  1886,  Wilson  R.  Steady 
was  chosen  as  an  additional  editor,  and  so  the  staff  con- 
tinued until  the  graduation  of  the  class. 

The  first  number  of  The  Mirror  appeared  in  Novem- 
ber, 1885.  It  was  four  pages  in  size,  without  cover  or 
illustrations,  with  but  one  advertisement,  and  that  for 
but  a  half-inch;  yet  there  were  certain  characteristics 
that  may  be  found  in  all  the  later  volumes  of  the  series. 
Personal  notes,  called  "Reflections,"  were  a  feature; 


244  HISTORY    OF    THE 

there  was  an  editorial  salutatory  that  reads  strikingly 
like  some  of  its  successors;  and  there  was  the  usual 
fiction,  but  it  was  a  story  of  school  life. 

The  first  article  was  a  parody,  so  cleverly  executed  as 
to  be  worthy  of  reproduction,  and  especially  memorable 
for  its  priority : 

"THE   DISCONTENTED    SCHOOL-BOY. 

"  To  leave  or  not  to  leave,  that  is  the  question : 
Whether  'tis  nobler  in  the  mind  to  suffer 
The  zeroes  and  notes  of  outrageous  school-life, 
Or  to  take  arms  against  a  sea  of  troubles, 
And,  by  leaving,  end  them?    To  leave,  to  work — 
And,  by  working,  end  the  thousand  natural 
Headaches,  troubles,  and  dissensions 
That  school-life  is  heir  to — 'twould  be  a  consummation 
To  have  no  more  studies.    To  leave,  to  work — 
To  work !    Perchance  to  fret !    Ay,  there's  the  rub ; 
For  in  that  fretting  for  one's  livelihood, 
Might  it  not  be  worse  than  study?' 
This  makes  us  pause  !    Who  would  fret  over  lessons, 
Stay  home  in  the  afternoon  and  scratch  out  a  drawing, 
Instead  of  going  to  the  base-ball  match? 
But  that  the  dread  of  work — from  whose  realm 
N#  one  e'er  returns  to  scfiool — puzzles  the  will, 
And  makes  us  rather  bear  the  ills  we  have 
Than  fly  to  others  that  we  know  not  of ! 

"  MlLT*ON  J.   ROSENAU." 

The  first  volume  contained  eight  numbers,  gradually 
increasing  in  size  to  twenty  pages.  The  editorials  were 
healthy  and  vigorous.  Some  practicable  recommenda- 
tions were  made ;  as,  for  instance,  that  the  sections  of  the 
lower  classes  should  combine  and  maintain  a  class  organi- 
zation earlier  in  their  school  life.  In  the  second  number 
Alumni  Notes  were  introduced, — a  feature  which  has  be- 
come permanent.  The  first  illustration  appeared  in  the 


CENTRAL   HIGH    SCHOOL  245 

fourth  number,  and  was,  mirabile  dictu,  a  sketch  of  a  pro- 
posed new  building  for  the  Central  High  School.  The 
artist,  after  the  manner  of  Bellamy,  transplanted  himself 
to  the  year  1925,  when  the  school  was  occupying  the  new 
buildings.  His  ideal  was  plain  in  exterior,  vast  in  propor- 
tions, nine  stories  in  height  with  an  observatory,  and  with 
a  playground  adjoining  as  big  as  the  Parade  Grounds! 
And,  of  course,  a  flagpole,  that  the  traditional  class  fights 
for  its  possession  might  be  maintained. 

Unusual  interest  was  shown  in  base-ball;  there  were 
school  teams,  sectional  teams,  and  group  teams,  these 
last  far  more  numerous  than  to-day.  Fifteen  years  ago 
there  was  more  athletic  activity  among  the  sections  than 
at  present  and  less  competition  with  teams  from  other  in- 
stitutions. Regular  schedules  were  prepared  for  sectional 
teams,  and  at  the  close  of  the  season  batting  and  fielding 
averages  were  carefully  computed  and  published  in  The 
Mirror.  There  is  an  interesting  note  in  the  third  number 
referring  to  "  red  and  blue"  as  the  school  colors.  The 
"  crimson  and  gold"  were  not  officially  adopted  as  the 
school  colors  until  1888,  when  the  semi-centennial  of  the 
founding  of  the  Central  High  School  was  celebrated. 
Prior  to  that  time,  and  for  some  years  succeeding,  each 
class  had  its  own  combination,  but  with  the  adoption  of 
these  "  colors  of  the  sunrise"  this  variety  began  to  dis- 
appear. 

The  influence  of  The  Mirror  upon  school  life  has  been 
marked.  It  is  pre-eminently  a  school  paper.  A  higher 
literary  tone  has  been  developed  within  recent  years,  but 
it  would  be  impossible  to  find  a  greater  appreciation  of  the 
varied  sides  of  the  school  life  than  in  its  earlier  num- 
bers. The  loyalty  is  fine  and  the  earnestness  is  apparent. 


246  HISTORY    OF   THE 

Through  its  sectional  correspondence  it  has  exerted  a 
powerful  unifying  force  upon  the  student  body.  As  soon 
as  a  school  organ  was  provided,  a  number  of  new  activi- 
ties began  to  be  developed.  In  the  autumn  of  1886  the 
football  team  was  revived,  and  has  since  maintained  a 
continuous  and  generally  successful  existence.  In  Janu- 
ary, 1887,  an  Economic  Society  was  organized  for  the 
study  of  the  problems  of  political  economy.  It  is  note- 
worthy that  the  first  president  of  the  society  was  John  L. 
Stewart,  who  to-day  occupies  the  chair  in  that  subject  at 
Lehigh  University. 

In  its  relations  to  the  Faculty  The  Mirror  has  been 
unusually  fortunate.  It  has  been  honest  and  open  in  its 
suggestions;  and  sometimes,  as  in  its  agitation  for  a 
change  in  Commencement  methods,  etc.,  it  has  aided  in  a 
reasonable  reform.  The  first  steps  towards  organization 
were  materially  helped  by  Professors  E.  J.  Houston  and 
M.  B.  Snyder,  both  of  whom  contributed  largely  to  its 
columns  at  a  time  when  such  assistance  was  absolutely 
necessary  for  success. 

Such,  then,  is  the  story  of  the  founding  of  our  school 
paper.  It  is  now  concluding  its  sixteenth  year  and  its 
twenty-first  volume.  Prior  to  1892  two  classes  were 
graduated  each  year,  and  each  edited  The  Mirror  for  five 
months,  so  that  the  number  of  volumes  is  in  excess  of 
the  number  of  years.  By  suggesting  that  each  Senior 
Class  should  in  succession  edit  the  paper  the  Eighty-sixth 
Class  insured  its  perpetuation.  The  Mirror  has  now 
passed  out  of  the  experimental  stage;  and,  with  the  ex- 
pansion of  the  school,  its  continued  prosperity  is  assured. 

When  the  young  lads  whose  journalistic  work  has  thus 
been  described  engaged  in  a  work  so  full  of  pleasure  as 


CENTRAL    HIGH    SCHOOL  247 

well  as  discipline  for  themselves,  they  little  thought  that 
the  time  would  come  when  what  they  wrote  in  the  careless 
pride  of  boyhood  would  be  read  with  scrupulous  care,  in 
order  properly  to  judge  the  temper  of  the  school  during 
these  varied  times.  The  newspaper  is  sometimes  the 
most  satisfactory  record  for  the  historian.* 


*  In  this  list  of  school  papers  mention  should  be  made  of  The 
Pedagogue,  published  by  the  Third  Class  of  the  School  of  Pedagogy 
and  devoted  to  the  discussion  of  educational  questions.  Its  first  ap- 
pearance was  in  December,  1893,  and  the  volume  contains  seven 
numbers.  Its  editors  were  Samuel  L.  Chew,  William  H.  Mearns, 
William  G.  Jones,  and  George  V.  Z.  Long.  While  this  paper  did 
not  permanently  endure,  it  was  the  first  distinctly  professional  paper 
to  be  published  by  the  teachers  of  this  city,  and  thus  a  movement 
was  inaugurated  that  later  culminated,  with  the  co-operation  of  these 
young  men,  in  the  establishment  of  The  Teacher,  the  educational 
organ  of  Philadelphia. 


248  HISTORY    OF   THE 


CHAPTER    XII 

THE    STUDENT    AT    PLAY 

IN  the  early  days  of  the  High  School  it  was  evident  to 
its  administrators  that  some  provision  must  be  made  for 
the  physical  activity  of  growing  boys.  Dr.  Bache,  in  his 
plan  for  the  reorganization  of  the  school,  submitted  in 
1839,  urged  upon  the  Controllers  the  immediate  neces- 
sity for  a  playground  in  the  vicinity  of  the  school.  "  A 
system  of  education,  to  be  complete,  must  combine  moral, 
intellectual,  and  physical  education.  .  .  .  The  managers 
of  city  schools  have,  in  my  opinion,  a  further  duty  to  per- 
form,— namely,  to  promote  directly  the  health  of  their 
pupils  by  providing  a  playground  to  which  the  boys  may 
go  before  and  after  school  hours  and  during  the  hours  of 
study,  at  the  intervals  expressly  devoted  to  air  and  exer- 
cise." He  also  recognized  that  play,  under  proper  direc- 
tion, is  a  potent  factor  in  moral  education,  and  hence 
his  proposition  embodied  the  provision  of  an  officer  for 
supervision. 

The  early  friends  of  the  school  were  not  slow  in  re- 
sponding to  so  convincing  an  argument,  and  in  1840  a  lot 
was  purchased  in  the  rear  of  the  building,  and  the  play- 
ground was  placed  under  the  general  charge  of  the  jani- 
tor. The  boys  were  eager  to  avail  themselves  of  this  new 
privilege.  The  long,  unbroken  wall  of  the  United  States 
Arsenal  to  the  south  afforded  a  splendid  backing  for 
handball,  and  this  became  the  favorite  game.  "  Base- 


CENTRAL    HIGH    SCHOOL  249 

ball  was  not  born/'  says  Professor  Howard,  "  but  town- 
ball,  in  which  a  shot  with  the  ball  stopped  the  runner, 
was  the  parent."  It  is  probable  that  there  were  no  for- 
mally organized  school  teams  in  these  early  days,  and  the 
advantage  was  clear, — all  took  part  rather  than  the  expert 
few. 

Dr.  Bache  was  keenly  interested  in  the  influence  of 
these  boyish  sports  upon  character.  A  few  months  after 
the  opening  of  the  playground  he  stated  that  the  oppor- 
tunity for  exercise  in  the  open  air,  and  especially  for  "  the 
free  development  of  character  by  the  boys,"  was  a  most 
valuable  phase  of  the  school  life.  And  that  the  boys 
responded  to  the  trust  reposed  in  them  is  best  illustrated 
by  the  story  of  the  lad  who,  chafing  under  some  punish- 
ment, sneered  at  the  principal  on  the  playground,  and 
was  at  once  knocked  down  by  an  indignant  classmate. 
No  bad  language  was  allowed,  and  exclusion  from  the 
ground  was  the  first  punishment,  but  Dr.  Bache  reports 
that  there  were  but  few  violations  of  this  rule.  "  I  have 
endeavored  to  impress  upon  our  pupils,"  said  he,  "  that 
impure  language  is  the  first  step  in  a  downward  career 
ending  in  vile  actions." 

Even  the  games  were  studied,  so  that  their  effects  upon 
the  pupils  might  be  determined.  Games  that  had  for 
their  object  the  infliction  of  pain  were  not  tolerated, 
though  no  objection  was  made  to  those  which  incident- 
ally were  attended  by  hard  knocks.  "  Football  is  one 
of  the  games  which  tries  both  temper  and  fortitude,  and 
on  its  first  introduction  in  its  appropriate  time  of  the  year 
considerable  watchfulness  is  required  to  prevent  quar- 
rels; after  a  few  days'  practice  this  danger  disappears." 

When,  in  1842,  Dr.  Bache  presented  his  last  report,  he 


250  HISTORY    OF   THE 

expressed  entire  satisfaction  with  the  result  of  his  experi- 
ment, and  could  only  recommend  that  the  playground 
should  be  enlarged,  and  also  that  it  should  be  covered  in 
part,  in  order  that  its  gravel  bed  might  not  be  rendered 
unfit  for  use  in  rainy  weather.  For  eleven  years  this 
playground  was  one  of  the  most  efficient  agents  in  the 
school  life;  but  in  1851  the  prospective  removal  of  the 
school  led  to  the  sale  of  the  lot,  and  as  a  result  recess  was 
curtailed  and,  for  a  time,  even  abandoned. 

Around  the  second  school  building  there  was  a  brick- 
paved  enclosure,  not  large  enough  for  formally  organized 
games;  hence,  in  the  traditions  of  the  Alumni,  this  yard 
is  associated  with  recess,  with  its  mad  scramble  for 
lunch,  and  an  occasional  fight  or  rush  around  the  flag- 
pole. 

There  was  no  formal  competition,  nor  were  there 
school  or  class  teams  in  the  early  period.  Indeed,  prior 

to  the  Civil  War  there  seems  to  have  been  little  attention 
u  I 

given  to  formal  athletics  among  the  youth  of  the  High 
School  age.  Probably  the  main  reason  for  this  was  that 
there  were  many  green  fields  within  the  limits  of  the 
First  School  District,  and  the  ordinary  walk  to  and  from 
the  school  gave  sufficient  opportunity  for  exercise  and 
change  of  air.  "  Gath"  records  in  his  memories  of  the 
school  that  during  his  four  years'  course  his  daily  walk 
amounted  to  a  total  of  one-fifth  or  one-sixth  of  the  earth's 
circumference. 

It  is  interesting  to  notice  that  during  President  Hart's 
administration  the  students  were  more  interested  in  liter- 
ary and  debating  societies  than  in  athletics.  Yet,  even 
with  this  devotion  to  purely  intellectual  pursuits,  there 
was  in  every  class  an  athletic  group  who  formed  teams 


CENTRAL    HIGH    SCHOOL  251 

and  played  in  such  exercises  as  were  then  in  vogue.  One 
of  the  first  games  to  become  popular  was  cricket,  and  in^ 
the  late  fifties  a  number  of  classes  organized  cricket 
teams.  The  Thirty-fourth  Class  contained  the  brothers 
Waterman,  and  there  were  frequent  matches  arranged 
between  different  groups  of  students. 

During  the  Civil  War  there  was  an  interesting  ath- 
letic development  when  the  old  game  of  "  town-ball"  was ' 
rechristened  "  base-ball."  It  is  believed  that  the  first  town- 
ball  club,  called  the  Olympic,  was  established  in  1833. 
It  was  a  very  popular  game,  and  was  played  on  the  town 
lots.  In  1863  tne  Active  Club  was  organized  in  the 
Central  High  School,  and  contained  several  players  who 
have  since  attained  to  honorable  eminence.  The  captain 
was  Edmund  C.  Hopper,  a  son  of  Professor  Hopper,  and 
among  his  associates  were  P.  Frederick  Rothermel,  Jr., 
late  district  attorney  of  Philadelphia,  J.  B.  Worrell, 
and  Alfred  M.  Herkness.  The  Active  Club  played  with 
the  Minervas  and  the  Olympics,  but  as  no  other  near-by 
school  or  college  had  a  base-ball  team,  it  had  no  com- 
petitors of  its  own  class.  One  of  the  best  known  of  the 
High  School  players  in  athletic  history  was  John  P. 
J.  Sensenderfer  (afterwards  county  commissioner  of 
Philadelphia),  who  went  into  professional  base-ball  in 
1866,  joining  the  Athletic  team.  The  players  received 
no  pay,  except  that  their  expenses  were  paid,  but  at  the 
end  of  the  season  the  surplus  was  divided  among  the 
members  of  the  team.  The  Athletics  played  Princeton 
every  year  and  had  occasional  contests  with  Yale  and 
Harvard,  as  the  base-ball  fever  spread  over  the  country. 
The  principal  rules  were  quite  similar  to  those  which  now 
govern  the  game,  except  that  the  ball  was  pitched  under- 


252  HISTORY   OF   THE 

hand,  and  there  were  neither  gloves,  uniforms,  nor  masks. 
It  is  related  that  President  Maguire,  like  Dr.  Bache,  de- 
lighted in  athletics,  and  watched  over  the  boys  at  recess, 
sometimes  directing  their  energies  towards  jumping  or 
snowballing  or  other  pastimes. 

•  In  the  early  seventies  there  seems  to  have  been  little 
organized  athletic  activity.  There  was  no  provision 
either  for  gymnasium  or  playground,  and  the  yard  space 
around  the  school  building  was  only  large  enough  for  an 
occasional  class  rush,  or  perhaps  for  a  game  of  the  time- 
honored  "  Baby  in  the  Hat." 

The  organization  of  athletic  interests  came  after  1870, 
and  was  due  in  large  measure  to  the  rapid  expansion  of 
Philadelphia.  As  year  by  year  new  building  operations 
were  undertaken  the  green  spots  within  the  city  limits 
began  to  disappear  and  the  country  was  pushed  away. 
Then  it  became  evident  that  the  best  physical  life  de- 
manded that  there  should  be  provision  for  exercise,  and 
since  there  was  no  opportunity  within  the  school,  the  boys 
made  a  way  for  themselves.  Thus  commenced  the  faith- 
ful use  of  Fairmount  Park. 

Dr.  J.  Kinzer  Shell,*  who  has  devoted  many  years  to 
the  study  of  the  best  methods  of  physical  education,  has 
recorded  his  recollections  of  the  recreations  of  the  stu- 
dents of  the  High  School. 


*  Dr.  J.  Kinzer  Shell  was  graduated  from  the  Central  High  School 
in  February,  1878  (Seventy-first  Class).  After  a  medical  course  at 
the  University  of  Pennsylvania  he  was  for  ten  years  Director  of 
Physical  Education  at  Swarthmore  College,  and  from  1898  to  1901 
Professor  of  Physical  Training  at  the  University  of  Illinois.  His 
return  to  Philadelphia  to  accept  a  similar  position  at  the  Univer- 
sity of  Pennsylvania  has  recently  been  announced. 


CENTRAL    HIGH    SCHOOL  253 

"  From  1873  to  1878  the  regular  stamping-ground  of  the  boys  was 
in  Fairmount  Park,  on  a  plot  of  ground  at  the  foot  of  Thirtieth 
Street,  just  north  of  the  statue, — the  Wrestlers.  The  present  Poplar 
Street  entrance  would  cut  the  old  ground  in  half;  it  extended  from 
the  railroad  to  the  road  going  to  the  guard-house  at  Sedgely.  Upon 
it  were  laid  out  several  ball  fields  for  spring  work,  and  in  the  fall  it 
was  used  as  a  football  field.  The  road  and  walk  were  utilized  as 
a  running  track.  Across  Broad  Street,  north  of  the  lumber-yard 
then  on  Brandywine  Street,  was  a  lot  on  which  the  new  school  now 
stands,  where  many  early  morning  games  of  base-ball  were  played 
and  impromptu  jumping  and  running  races  occurred.  Another 
favorite  ball  ground  was  on  the  level  ground  west  of  Broad  Street, 
between  Monument  Cemetery  and  the  old  Punch  Bowl  Tavern,  then 
near  to  what  is  now  the  northwest  corner  of  Broad  and  Diamond 
Streets. 

"  The  boys  who  lived  north  of  Market,  south  of  Poplar,  and  west 
of  Ridge  Avenue  used  the  Sedgely  plot  for  their  sports.  Those  east 
and  north  of  Ridge  Avenue  used  the  Punch  Bowl  territory.  Those 
south  of  Market  congregated  at  various  lots  around  South  and 
Catharine  Streets  and  Broad.  Games  of  base-ball  were  continually 
arranged  between  various  school  teams  of  these  different  localities. 
The  lines  of  residence  were  very  distinct  and  rigid,  and  in  a  great 
measure  followed  the  various  volunteer  fire  company  districts.  The 
minor  local  lines  gradually  merged  into  a  general  field  of  the  three 
localities  above  mentioned.  About  1875  picked  teams  played  repre- 
sentatives of  these  districts,  and  the  Park  district,  whose  team  con- 
tained Robinson,  Nusbaum,  Long,  and  Atwood,  won.  In  1876  the 
Punch  Bowl  contingent  (of  whom  I  only  recollect  Mawhinney)  had 
the  best  collection  of  ball  players. 

"  It  was  in  1875  that  the  lower  classes,  E,  F,  G,  and  H,  had  sec- 
tional teams  playing  match  games,  with  a  regularly  picked  selection 
of  players  representative  of  their  various  sections,  and,  if  memory 
serves  me  right,  the  '  3's'  generally  won,— my  H8  with  Pim-Kerper- 
Nicholson  won,  so  we  did  next  year  as  G2,  and  the  following  year 
as  F1,— the  old  ball  group  progressing  in  playing  ability  as  in  school 
standing.  I  think  it  was  in  E  that  we  consolidated  the  class  and 
formed  a  team  (the  first  time,  I  think,  that  the  lower  classes  picked 
from  their  entire  number),  and  we  made  a  good  fight,  but  B,  led 
by  Alex.  Robinson,  beat  us.  In  1876  the  custom  became  universal, 
and  the  picking  of  the  teams  gave  the  first  instructions  in  wire- 
pulling to  some  who  are  now  national  politicians. 


254  HISTORY    OF   THE 

"  In  this  year  was  commenced  the  custom  of  selecting  a  school 
f  team  by  some  natural  leader  in  A,  and  this  team  played  games  with 
the  Rose  Hills  and  the  Red  Cross  where  the  old  Girls'  Normal 
School  stands  (Seventeenth  and  Spring  Garden  Streets).  Games 
were  also  played  with  Rugby  and  Episcopal  Academies.  At  this 
time  it  was  not  always  the  best  players  who  were  chosen ;  gen- 
erally it  was  a  question  of  how  much  the  self-appointed  captain 
liked  the  different  boys,  and  sometimes  a  few  of  the  boys  would 
give  up  the  locality  team  for  the  school  team.  But  in  the  fall 
/  fof  1876  we  started  a  regular  athletic  association,  and  elected  some 
officers  and  appointed  captains  upon  the  basis  of  merit  and  not  of 
popularity. 

"  We  had  a  football  captain,  A.  Robinson,  of  A,  and  we  had  regu- 
lar match  games  of  football, — not  the  Rugby  game,  but  on  lines 
more  approaching  the  Harrow  game,  allowing  no  running,  but  the 
bounding  of  the  ball,  hitting  with  the  hand,  and  a  free  kick  on  a 
caught  fly.  Games  were  played  with  Lincoln  Grammar  School, 
Rugby  and  Episcopal  Academies;  not  with  invariable  success  to 
the  Central  High  School  team.  In  1877  we  took  up  the  game  under 
Rugby  rules,  and  spent  hours  trying  to  learn  a  drop  kick  with  a 
rubber  football.  That  year  we  played  a  practice  game  with  the 
University  of  Pennsylvania  (containing  White,  Hart,  Thayer,  Barlow, 
Dick,  etc.),  and  we  made  three  touch-downs  to  their  one, — no  goals 
were  kicked,  for  we  had  no  goal-posts.  Our  team  that  day,  I  think, 
consisted  of  Robinson,  S.  D.  Kuhn,  Miller,  Geisel,  Nichols,  Mc- 
Combs,  Volmer,  Nusbaum,  Bell,*  and  Shell. 

"  We  did  not  think  so  much  of  that  game  as  of  another  that  we 
played  with  the  Crescents,  a  team  composed  of  Lincoln  Grammar 
School,  past  and  present.  We  played  the  above  men,  and  in  a 
manner  very  similar  to  a  lacrosse  game.  There  was  no  off-side  nor 
on-side  after  the  kick-off ;  you  could  throw  the  ball,  but  not  ahead ; 
you  could  catch  it  and  run,  and  be  tackled.  We  played  for  the 
honor  of  our  school  and  for  the  name  '  Crescent/  and  we  won  and 
kept  that  name.  After  this  the  school  maintained  teams,  and  we 
old  boys  kept  together  and  played  as  a  team,  filling  up  with  the 
best  of  the  school-boys.  The  old  High  School  Crescent  team  played 

*  John  C.  Bell,  of  the  Seventy-fifth  Class,  now  a  prominent  mem- 
ber of  the  Philadelphia  Bar,  and  for  several  years  chairman  of  the 
Committee  on  Football  of  the  Athletic  Association  of  the  Univer- 
sity of  Pennsylvania. 


CENTRAL    HIGH    SCHOOL  255 

yearly  matches  with  the  University  down  to  1885  or  1886.     It  be- 
came a  High  School  team,  past  and  present. 

"  Track-work  engaged  our  attention  in  1876.  In  November  a 
circular  was  printed  and  distributed  in  which  entries  were  solicited, 
and  the  games  held  Saturday,  November  n,  1876,  at  10  A.M.,  at  the 
Park  Grounds,  with  these  results  : 

"  IOO  YARDS. 

"First  Heat.  —  i.  Robinson,  11^/4  seconds.  2.  Miller.  3.  Thomas. 
4.  Brown. 

"Second  Heat.  —  i.  E.  Van  Deusen,  n  seconds.  2.  Shell.  3.  Cress- 
man.  4.  Sherrer. 

"  Third  Heat.  —  i.  Hill,  n  seconds. 

"Final.  —  i.  Hill,  io£4  seconds.    2.  E.  Van  Deusen.     3.  Robinson. 


"  STANDING  JUMP. 

"  Miller,  A,  8  feet  6  inches  ;  Cressman,  B,  8  feet  6l/2  inches  ;  Chase, 
C,  7  feet  9  inches  ;  Tait,  D,  7  feet  9  inches. 

"BASE-BALL  THROW. 
"Won  by  E.  Van  Deusen,  113^  yards. 

"THREE-MILE  WALK. 

"  i.  Shell.  2.  Walker.  3.  Miller.  4.  Thomas.  First  mile,  n  min- 
utes ;  second,  23  minutes  ;  third,  32^  minutes. 

"  WRESTLING. 

"  i.  Hill.    2.  Chase. 

"440   YARDS. 

"  i.  Hill,  C.  H.  S.  2.  Chase,  U.  of  P.  3.  Shell,  C.  H.  S.  60^ 
seconds. 

"  The  other  events  were  not  contested  on  account  of  the  rain. 
The  loo-yard  dash  we  ran  on  the  gravel  walk  ;  the  440  on  the  gravel, 
around  a  turn,  and  up  the  road.  The  walk  was  on  this  quarter-mile 
track  with  a  complete  turn  around  a  post  at  each  end  of  the  track. 
No  one  had  spiked  shoes  except  Hill  and  Chase. 

"  The  first  class  meet  was  held  on  Washington's  Birthday,  Febru- 
ary 22,  1877,  at  Elm  Station;  we  had  a  loo-yard  dash,  mile  run, 
mile  walk,  440,  broad  jump,  and  hop,  step,  and  jump.  Stanley  Flagg 
won  the  mile  walk,  Klemm  won  the  broad  jump,  Nichols  the  100, 
Shell  the  440,  Hillman  the  high,  Murphy  the  mile,  and  Van  Deusen 


256  HISTORY   OF   THE 

the  hop,  step,  and  jump.  Nearly  every  member  of  the  class  made 
some  place  of  sufficient  merit  to  get  one  prize. 

"  From  1876  to  1878  we  had  an  athletic  organization  of  boys 
widely  distributed  over  the  city.  Hill  was  from  Haddonfield; 
Chase,  Chestnut  Hill ;  Nichols,  Moyamensing ;  Hillman,  Kensing- 
ton; Van  Deusen,  Tioga,  etc.  Our  activities  and  the  formation  of 
the  teams  were  dependent  upon  the  fancies  of  the  majority.  The 
schedules  of  games  was  made  by  us,  all  together,  at  recess  around 
the  old  flagpole.  There  were  no  dues.  Still,  we  had  enjoyment! 

"  Some  of  the  leaders  in  athletics  were  Autenreith,  B ;  Hand,  C ; 
Long,  D ;  Aaron,  A ;  Hunsicker,  A ;  Williams,  D  ;  Shell,  B  ;  Nus- 
baum,  C;  Hill,  C;  Kuhn,  F;  Woodward,  F;  Geisel,  D;  Van  Deu- 
sen, D;  Woodruff,  D;  McComas,  G;  Paramour,  D;  Wilson,  C; 
Wylie,  D ;  Walton  Pennewill,  C ;  Ira  Pennewill,  D." 

Together  with  this  interesting  account  of  the  athletics 
of  a  quarter  of  a  century  ago  Dr.  Shell  sent  a  copy  of  the 
handbill  which  was  distributed  by  order  of  the  Student 
Committee,  calling  upon  all  to  observe  the  "  regular  semi- 
annual Athletic  Day  of  the  Central  High  School"  upon 
November  n,  1876.  In  the  preamble  it  is  stated  that 
"  The  Present  Graduating  Class  has  decided :  first,  to 
show  that  spirit  of  union  which  identifies  student  arid 
Alma  Mater;  second,  that  the  college  system  of  boat- 
races  is  impracticable;  third,  that  athletic  sports  should 
therefore  be  adopted."  From  this  movement  developed 
the  athletic  exercises  so  well  known  to-day  and  which 
have  aided  materially  in  developing  an  esprit  de  corps 
among  the  students. 

During  the  eighties  base-ball  continued  to  be  the 
favorite  game.  Leagues  were  organized  among  the  vari- 
ous schools  and  classes,  and  at  times  a  formal  schedule 
of  intersectional  games  was  arranged.  They  were 
played  usually  in  the  East  Park,  and  the  basin  of  the 
large  city  reservoir,  which  remained  for  many  years  un- 
used and  unfinished,  made  a  splendid  diamond.  Several 


CENTRAL   HIGH    SCHOOL  257 

teams  were  named  after  members  of  the  Faculty,  and  the 
students  of  the  period  from  1885  to  1887  will  recollect 
the  "  Thorpes,"  the  "  Houstons,"  the  "  Howards,"  and 
the  "  Bucktails,"  and  the  famous  contests  between  these 
champions.  The  establishment  of  the  Central  Manual 
Training  School,  in  1883,  gave  a  rival  for  school  sports, 
and  soon  joint  competitions  were  arranged.  Presently 
interest  in  athletics  broadened.  In  1884  tne  Intercol- 
legiate Football  Association  was  formed,  and  the  popu- 
larity of  the  game  soon  caused  its  extension  to  institu- 
tions not  included  in  this  group. 

It  will  be  noticed  that  until  this  time  athletics  in  the 
school  had  been  in  large  measure  a  family  affair.  There 
were  interclass  games  and  intersectional  games,  but 
few  formal  competitions  with  students  of  outside  insti- 
tutions. The  old  plan  produced  less  expert  athletes,  but  \ 
it  had  the  great  advantage  that  it  increased  materially 
the  number  of  students  who  took  part  in  the  games.  It 
is  entirely  fair  to  assert  that  there  were  periods  when 
one-half  of  the  student  body  took  part  in  school  base-ball ; 
but  with  the  development  of  athletics  the  desire  to  pro- 
duce expert  teams  that  would  be  victorious  in  outside 
competition  led  to  the  selection  of  the  few  who  could  play 
best,  while  the  many  who  had  formerly  taken  part  in 
school  contests  now  contented  themselves  with  con- 
tributing to  finance  the  athletics  and  with  applauding  the 
efforts  of  their  more  expert  brethren.  Several  times  the 
Central  High  School  has  entered  into  close  athletic  rela- 
tions with  a  number  of  institutions.  Sometimes  friction 
has  resulted,  for  boys  are  not  always  able  to  solve  satis- 
factorily the  administrative  difficulties  which  manage- 
ment on  a  large  scale  invariably  entails. 

17 


258  HISTORY    OF   THE 

The  great  development  in  the  undergraduate  life  of  the 
school  that  came  about  1888-89,  very  largely  as  the  result 
of  the  enthusiasm  over  the  celebration  of  the  semi-centen- 
nial of  the  establishment  of  the  school,  resulted  in  the 
rapid  expansion  of  interest  in  athletics;  and  in  the  ser- 
vice of  football  came  the  establishment  of  a  school  yell 
as  a  formal  institution.  It  was  in  the  autumn  of  1889 
that  the  school  had  one  of  its  great  football  elevens. 
"  Billy"  Wood,  of  the  Ninety-fourth,  according  to  the  old 
system  of  numbering  classes,  was  captain;  William  J. 
Glackens,  who  after  graduation  became  an  illustrator  for 
The  Press  and  later  for  McClure's  Magazine,  was  full 
back;  and  on  the  line  were  the  leading  athletes  of  the 
school,  Rutter,  Bendig,  and  Pynchon.  One  day  in 
November  a  game  had  been  scheduled  with  their  tradi- 
tional rivals,  the  Manual  Training  School,  to  be  played 
on  the  grounds  of  the  Young  Men's  Christian  Associa- 
tion, at  Forty- fourth  Street  and  Elm  Avenue,  but  recently 
opened.  At  recess  on  the  important  day  a  knot  of  upper- 
class  students  gathered  around  the  historic  flagpole  in  the 
yard,  discussing  the  forthcoming  game.  It  was  then  sug- 
gested that  some  general  cry  should  be  adopted  to  cheer 
the  High  School  team.  A  number  of  yells  were  imme- 
diately proposed,  and  after  several  trials,  some  one,  whose 
name  is  not  known  to  the  author,  raised  the  cry  which 
was  unanimously  adopted.  It  was  the  famous 

Central  Re ! 
Central  Rah! 
Central  High  School, 
Siss !    Boom !    Ah ! 

The  yell  was  not  wholly  new  at  that  time,  as  in  the 
flagpole  fights  various  class  and  sectional  cries  had  de- 


CENTRAL    HIGH    SCHOOL  259 

veloped.  It  had  been  used  in  the  previous  November, 
when  upon  the  night  of  the  Presidential  election  sev- 
eral hundred  High  School  boys  marched  down  Chestnut 
Street  celebrating  the  victory  of  Harrison;  but  it  is 
believed  that  it  was  not  until  1889  that  it  was  finally 
recognized  as  the  school  yell.  Never  since  then  has  there 
been  any  desire  to  revise  or  to  alter  the  cry  which  has 
cheered  many  a  team  to  victory  and  has  furnished  zest  on 
scores  of  school  occasions. 

There  are  to-day  six  recognized  forms  of  athletic 
activity, — football,  base-ball,  rowing,  track  athletics, 
basket-ball,  and  cricket.  For  many  years  there  has  been 
a  football  team,  and  it  is  reasonable  to  suppose  that  so 
long  as  this  game  retains  its  popularity  the  school  will 
be  loyal  in  its  support.  The  same  may  be  said  of  base- 
ball. In  1897  a  crew  was  organized,  largely  through  the 
efforts  of  two  of  the  members  of  the  Faculty,  Dr.  J.  D. 
Spaeth  and  Professor  Philip  Maas.  In  each  successive 
year  a  crew  has  been  put  upon  the  water,  and  a  number 
of  victories  have  been  won  that  have  contributed  materi- 
ally to  the  interest  in  this  sport.*  Track  athletics  have 
been  popular  for  many  years,  and  from  1887  to  1899 
school  sports  were  held  regularly  and  generally  twice  in 
each  year.  In  recent  years  attention  has  been  directed 
more  towards  those  games  in  which  competition  with 

*  In  the  Interscholastic  Rowing  League,  the  High  School  was 
defeated  in  1897  by  Penn  Charter,  but  was  victorious  in  1898,  1899, 
and  1900,  and  by  its  successive  victories  the  school  has  won  the  cup 
for  which  these  contests  were  held.  That  rowing  is  popular,  in 
spite  of  the  long  and  severe  training,  is  best  attested  by  the  fact 
that  when  the  call  for  candidates  for  the  crew  is  issued  the  response 
is  very  hearty,  from  sixty  to  seventy  students  competing  in  the 
preliminary  work  on  the  rowing  machines. 


260  HISTORY    OF   THE 

other  institutions  is  possible,  yet  the  school  still  main- 
tains a  track  team  and  has  produced  a  number  of  athletes 
of  more  than  local  reputation.* 

Within  the  last  four  years  basket-ball  has  become  very 
popular,  chiefly  because  its  season,  the  winter-time,  gives 
it  a  monopoly  of  athletic  interest.  In  1900-01  the  school 
team  achieved  rare  distinction  by  defeating  the  quintettes 
from  Princeton  University  and  Lafayette  College. 

The  sixth  sport  supported  by  the  students  is  cricket, 
and  this  team  has  worthily  maintained  the  traditions  of 
the  days  when  it  was  the  absorbing  game.  The  school 
is  represented  in  tennis,  in  hockey,  and  in  all  other  games 
of  which  healthy,  growing  boys  of  from  fifteen  to  nine- 
teen years  may  be  expected  to  have  knowledge. 

As  the  interest  in  athletics  increased  the  problems  of 
management  became  serious.  There  were  a  number  of 
lads  whose  scholastic  records  suffered  on  account  of  their 
devotion  to  more  congenial  pursuits.  There  were  also 
suspicions  that  sometimes  an  Alumnus  would  return  to 
take  part  in  a  game  with  his  former  colleagues,  and  this 

*  The  school  records  are  as  follows : 

loo-yard  dash,  Dana  L.  Chesterman 10  3-5  seconds. 

220-yard  dash,  L.  F.  L.  Pynchon 23  4-5  seconds. 

440-yard  dash,  L.  F.  L.  Pynchon 55  1-5  seconds. 

220-yard  hurdle,  L.  F.  L.  Pynchon 2gl/2      seconds. 

Running  high  jump,  L.  F.  L.  Pynchon. ..  5  feet  8^4  inches. 
Running  broad  jump,  John  A.  McGlinn. .  19  feet  9^  inches. 
Standing  broad  jump,  L.  F.  L.  Pynchon. .  9  feet  6^  inches. 
Putting  i6-pound  shot,  L.  F.  L.  Pynchon.  31  feet 3  inches. 
Half-mile  run,  John  Cubbings. . .  2  minutes  10  2-5  seconds. 
One-mile  run,  W.  W.  M.  Bending.  5  minutes  7  seconds. 
Two-mile  run,  E.  C.  Rutschman.  n  minutes  29  1-5  seconds. 
Half-mile  walk,  G.  L.  McDowell.  3  minutes  36  seconds. 
One-mile  bicycle,  Frank  Zook...  2  minutes  41  2-5  seconds. 


CENTRAL   HIGH    SCHOOL  261 

was  forbidden  by  amateur  rules.  Finances  became  a 
complicated  problem,  when  the  receipts  from  each  series 
of  games  and  the  collections  from  the  students  were  to 
be  applied  to  definite  purposes.  In  the  spring  of  1898 
the  Faculty  determined  to  establish  an  Athletic  Council, 
and  after  careful  consideration  its  organization  was 
effected.  In  its  first  form  it  consisted  of  twelve  members : 
three  representatives  of  the  Faculty,  to  be  appointed  an- 
nually by  the  President;  three  Alumni,  to  be  chosen  by 
the  Board  of  Managers;  and  six  undergraduates,  com- 
prising the  captains  of  the  football,  base-ball,  crew,  and 
track  teams,  and  two  undergraduate  members  at  large, 
to  be  elected  from  the  entire  student  body.  The  Council 
is  placed  in  entire  charge  of  everything  that  relates  to 
athletics  in  the  school.  It  has  formed  rules  of  eligibility 
and  has  taken  measures  to  secure  their  enforcement.  It 
has  entire  charge  of  athletic  funds  and  authorizes  all  dis- 
bursements. It  has  received  money  from  the  Alumni  and 
has  applied  such  gifts  to  their  proper  purposes.  The 
election  of  the  two  undergraduate  members  forms  an 
interesting  episode  in  the  school  life,  inasmuch'  as  it  is 
the  only  occasion  on  which  the  students  of  all  classes  unite 
for  the  purpose  of  selecting  from  their  own  number  those 
who  can  best  transact  their  business.  The  Alumni  mem- 
bers have  shown  much  interest  in  their  work,  and  by  their 
experience  have  helped  materially  in  giving  system  to  the 
athletic  organization.  The  three  representatives  since 
1889  have  been  John  R.  Fanshawe,  Thirty-fifth  Class, 
Secretary  of  the  Lehigh  Valley  Railroad;  William  H. 
Staake,  Forty-fifth  Class,  who  is  the  legal  adviser  of  the 
Council;  and  Dr.  Edwin  J.  Houston,  Forty-third  Class, 
who  has  worked  so  zealously  for  the  boys  of  Philadelphia. 


262  HISTORY    OF   THE 

As  the  school  has  increased  in  membership,  and  as  the 
expansion  of  Philadelphia  has  resulted  in  the  removal  of 
the  meadows  that  in  earlier  years  surrounded  the  build- 
ing, there  has  been  a  great  demand  for  a  field  upon  which 
the  students  of  the  school  might  exercise.  The  city  has 
met  this  need  in  part  by  supplying  grounds  in  Fairmount 
Park  for  all  forms  of  athletic  games  and  open  to  all  citi- 
zens. With  close  and  friendly  relations  with  neighbor- 
ing institutions,  however,  there  has  been  a  strong  need 
of  some  place  which  could  be  regarded  as  peculiarly  the 
athletic  home  of  the  High  School  students.  The  Alumni 
have  taken  much  interest  in  this  question  and  various 
attempts  have  been  made  to  secure  grounds  for  this  pur- 
pose. The  students  have  organized  an  athletic  association, 
membership  in  which  is  of  course  voluntary,  and  from 
the  dues  they  have  secured  sufficient  income  to  lease  the 
privilege  of  using  one  of  the  private  athletic  fields  of  the 
city  upon  certain  hours  of  specified  days.  This  arrange- 
ment is  a  great  improvement  over  former  conditions, 
yet  it  is  hoped  that  the  city  will  soon  see  its  way  clear 
to  give  to  the  students  of  the  higher  schools  grounds 
which  they  may  count  as  their  own  for  athletic  purposes. 
,  It  may  be  questioned  whether  the  wild  devotion  to 
athletic  pursuits  which  characterizes  a  great  many  edu- 
cational institutions  is  a  healthy  sign  of  the  times.  Cer- 
tainly there  are  a  great  many  older  Alumni  who  will  re- 
member the  literary  institutes  and  the  debating  societies 
which  flourished  in  the  forties  and  fifties,  and  who  can- 
not readily  understand  why  these  improving  associations 
have  died  out  or  have  been  replaced  by  others  which  seem 
less  lofty  in  their  ideals.  The  High  School  was  not  de- 
signed for  the  glorification  of  muscle,  and  it  is  noteworthy 


CENTRAL   HIGH    SCHOOL  263 

that  while  many  of  its  sons  have  won  athletic  renown  in 
their  school  days  and  later  at  the  universities,  there  are 
comparatively  few  who  have  become  professional  ath- 
letes. Nevertheless,  two  very  distinct  services  have  been 
rendered  by  the  school  games,  apart  from  the  direct 
physical  benefit  to  the  participants.  In  the  first  place,  in 
the  management  of  the  games  the  boys  have  acquired 
a  helpful  knowledge  of  business  methods  that  has  con- ' 
tributed  to  the  practical  value  of  the  school.  Secondly, 
athletic  games  have  developed  and  strengthened  an  esprit  i 
de  corps  among  the  students  in  the  most  efficient  way. 

As  the  school  becomes  larger  it  is  almost  impossible  for 
the  students  of  the  various  sections  to  get  in  touch  with  ) 
one  another.  If  there  were  not  some  common  interest  out- 
side of  the  school  there  could  not  be  full  companionship 
among  youths  who  are  scattered  all  over  the  city,  whose 
personal  and  home  interests  are  varied,  and  whose  lines 
of  work  in  the  school  do  not  bring  them  together.  If  it 
were  not  for  the  companionship  of  an  athletic  team  and, 
better  still,  for  the  attendance  upon  school  contests,  the 
average  student  would  know  but  the  few  who  compose 
his  own  group,  and  he  would  have  little  chance  for  the 
more  extensive  acquaintance  which  is  so  helpful  a  part  of 
healthy  school  life. 

The  High  School  boys  attend  their  athletic  games  with 
great  regularity ;  they  manifest  enthusiasm  to  an  unusual 
degree;  they  exult  over  victories  and  are  depressed  by 
defeats,  and  through  this  common  interest  the  members 
of  the  school  become  acquainted  with  one  another. 

No  stronger  argument  for  the  maintenance  of  athletics 
can  be  urged. 


264  HISTORY    OF   THE 


CHAPTER    XIII 

THE    MODERNIZATION    OF   THE    SCHOOL 

IN  the  fifteen  years  that  have  elapsed  since  the  resigna- 
tion of  President  Riche  the  administration  has  been  vested 
in  Franklin  Taylor,  Zephaniah  Hopper,  Henry  Clark 
Johnson,  and  Robert  Ellis  Thompson.  So  complete  has 
been  the  change  in  teachers,  curriculum,  and  methods  that 
with  the  altered  environment  in  the  new  buildings  the 
school  seems  to  have  been  entirely  remodelled,  and  an 
Alumnus  of  the  Riche  period  would  feel  lost  in  contem- 
plating the  life  of  to-day.  Until  1887  new  classes  were 
admitted  twice  in  each  year;  since  that  date  but  once. 
Prior  to  1889  there  was  but  one  course  of  study;  since 
that  time  the  principle  of  election  has  been  developed  to 
an  unusual  degree.  Under  the  old  dispensation,  offend- 
ers were  punished  with  misconduct  notes  having  a  cumu- 
lative effect;  under  the  new  regime,  there  is  a  Faculty 
Committee  of  Discipline,  with  plenary  powers,  which  tries 
offenders  and  metes  out  the  penalties.  Formerly  reci- 
tations were  marked  on  a  scale  of  ten,  and  averages  were 
carefully  computed,  even  to  the  second  decimal;  to-day 
five  letters  are  used  as  marks  (Excellent,  Good,  Fair, 
Inferior,  Deficient)  and  the  grades  are  more  general  than 
under  the  old  plan.  Promotions  were  formerly  made  on 
a  general  average,  while  to-day  the  student  must  obtain 
at  least  a  grade  of  "  Fair"  in  each  subject  before  he  is 
advanced  in  full  standing  to  the  next  class.  A  term  aver- 


FRANKLIN   TAYLOR 

President,  1886-1888 


CENTRAL    HIGH    SCHOOL  265 

age  of  ninety-nine  under  the  old  system  is  a  very  dif- 
ferent thing  from  the  same  grade  under  the  new,  and 
the  former  indicates  a  much  higher  standing.  Formerly 
the  Faculty  held  regular  weekly  meetings  and  was  the 
governing  body  of  the  school;  under  the  present  plan 
the  instructors  of  each  class  in  turn  meet  weekly  to  re- 
view the  records  of  the  students,  and  a  Faculty  meeting 
is  called  only  when  there  is  business  to  be  transacted. 

That  much  has  been  gained  in  recent  years  is  beyond  all 
question.  The  old  system  provided  an  excellent  adminis- 
trative machine,  but  not  without  the  defects  of  machines, 
in  that  there  was  a  tendency  to  sacrifice  spirit  to  detail. 
But  no  Alumnus  familiar  with  the  history  of  the  school 
can  fail  to  regret  that  in  its  reconstruction,  under  the 
direction  of  executives  who  knew  little  of  the  noble  tra- 
ditions of  the  past,  so  much  of  what  was  good  and  sound 
in  the  methods  of  their  distinguished  predecessors  has 
been  lost. 

The  shortest  administration  in  the  history  of  the  school 
was  that  of  Dr.  Franklin  Taylor,  whose  term  lasted  but 
two  years.  As  he  was  suffering  in  health  during  the 
greater  part  of  that  time,  whatever  plans  he  may  have 
formed  for  advancement  were  not  developed.  Eventu- 
ally he  was  given  a  year's  leave  of  absence,  and  the  senior 
member  of  the  Faculty,  Zephaniah  Hopper,  was  placed 
in  charge.  Professor  Hopper  has  twice  served  as  acting 
President,  and  by  his  excellent  judgment  and  assiduous 
devotion  to  duty  he  has  averted  the  disintegration  which 
vacancies  and  disabilities  have  threatened. 

There  were  several  changes  in  the  Faculty  during  this 
period,  and  in  the  selection  of  new  men  competitive  ex- 
aminations were  generally  employed.  Francis  Newton 


266  HISTORY    OF    THE 

Thorpe,  who  served  for  several  months  in  the  Department 
of  Literature  and  History,  was  among  the  first  of  the 
"  new  Faculty," — a  term  which  has  been  applied  to  the 
young  and  university-trained  men  of  the  teaching  force. 
In  1886,  Henry  Willis,  William  L.  Say  re,  Albert  H. 
Smyth,  and  John  M.  Miller,  and  in  1887,  William  A. 
Mason,  were  elected  to  the  Faculty.  As  it  is  not  the  pur- 
pose of  this  history  to  discuss  in  detail  the  work  of  those 
who  are  still  in  the  service  of  the  school,  and  as  Ap- 
pendix B  gives  a  sketch  of  each  of  the  members  of  the 
teaching  force,  anything  beyond  a  mention  of  the  fact  of 
election  will  not  be  necessary. 

In  January,  1888,  Samuel  B.  Huey,  Esq.,  was  ap- 
pointed chairman  of  the  High  School  Committee.  He 
was  the  first  Alumnus  of  the  school  to  be  commissioned 
to  preside  over  its  welfare.  With  a  loyal  devotion  to 
public  education,  and  with  a  profound  enthusiasm  for  the 
school  of  his  youth,  Mr.  Huey  reached  the  conclusion  that 
in  teaching  methods  and  equipment  the  institution  was  be- 
hind the  times,  and  reorganization  was  necessary.  The 
time  was  ripe  for  such  a  movement.  The  celebration  of 
the  semi-centennial,  in  October,  1888,  had  given  increased 
vitality  to  the  Associated  Alumni,  and  for  the  first  time 
in  many  years  the  friends  of  the  school  found  rallying  to 
their  support  a  compact  body  of  influential  citizens  who 
were  determined  that  the  Central  High  School  of  Phila- 
delphia should  become  the  best  in  the  land. 

The  first  step  was  the  election  of  a  principal,  and  after 
a  long  and  searching  inquiry,  in  which  the  aid  of  many 
experienced  educators  was  enlisted,  Henry  Clark  John- 
son, A.M.,  LL.D.,  was  elected  to  that  responsible  posi- 
tion. Professor  Johnson  was  then  in  his  thirty-seventh 


ZEPHAN1AH    HOPPKR 

Acting  President,  1887-1888, 


CENTRAL    HIGH    SCHOOL  267 

year,  and  was  already  prominent  in  the  university  world. 
He  had  studied  at  Yale  and  Cornell  Universities  and  at 
Hamilton  College.  He  had  served  a  successful  appren- 
ticeship as  a  head-master  of  private  schools  and  as  a 
principal  of  the  public  schools  of  a  small  city.  Prior  to 
his  election  to  the  Central  High  School  he  had  been  for 
seven  years  Professor  of  the  Latin  Language  and  Litera- 
ture at  Lehigh  University.  Cultured  and  scholarly  in  his 
bearing,  with  a  charm  of  manner  that  won  for  him  in- 
stant popularity  with  the  students,  his  administration 
opened  under  the  most  favorable  auspices.  Within  ten 
days  of  the  celebration  of  the  semi-centennial,  when  all 
were  in  the  first  glow  of  hope  for  the  future  of  the  school, 
on  November  8,  1888,  President  Johnson  was  inaugu- 
rated with  fitting  ceremonies,  in  which  Edward  T.  Steel, 
President  of  the  Board  of  Education,  Samuel  B.  Huey, 
Esq.,  Professor  Hopper,  Dr.  James  MacAlister,  Superin- 
tendent of  Schools,  as  well  as  the  new  President,  partici- 
pated. 

During  the  first  five  years  of  this  sixth  administration 
the  school  did  not  grow  in  public  confidence  as  rapidly  as 
had  been  hoped.  Several  years  of  continuous  agitation 
ensued  before  an  appropriation  for  new  buildings  could  be 
secured.  Within  the  school  there  were  many  changes,  and 
there  was  not  unanimity  in  commending  their  wisdom. 
Two  great  steps  in  the  line  of  progress  were  taken,  and 
these  are  the  most  noteworthy  advances  of  this  adminis- 
tration^ In  1889  the  old  course  of  study  was  abandoned 
and  an  improved  curriculum  introduced.  Again,  in  the 
same  year,  a  subordinate  grade  in  the  teaching  force  was 
established,  and  to  these  instructorships  younger  men 
were  elected,  fresh  from  the  universities. 


268  HISTORY    OF    THE 

There  had  been  dissatisfaction  with  the  old  course  of 
study  for  several  years,  and  as  soon  as  President  Taylor 
was  elected,  the  Faculty  had  appointed  a  committee  to 
draft  a  new  plan.  But  when  a  project  had  been  formu- 
lated, the  professors  divided  into  two  camps,  with  the 
"  majority"  and  "  minority"  reports  for  their  respective 
platforms.  The  line  of  cleavage  was  distinctly  drawn. 
The  minority  contended  that  four-fifths  of  the  students 
did  not  enter  professional  life,  hence  the  curriculum 
should  be  broad  and  practical,  with  stress  on  the  scientific 
and  mathematical  studies.  The  majority  contended  that 
there  was  scarcely  sufficient  linguistic  study  in  the  school 
to  enable  its  graduates  to  enter  upon  the  arts  course  of 
a  modern  university,  and  hence  insisted  upon  empha- 
sizing the  classical  studies.  No  conclusion  was  reached 
at  this  time,  as  the  prospect  of  a  new  executive  forced 
both  camps  into  a  courteous  neutrality. 

Within  a  few  months  after  President  Johnson's  in- 
auguration he  prepared  a  new  course  of  study  which  was 
the  most  elaborate  ever  introduced  into  the  school.  Being 
the  product  of  but  one  mind,  it  possessed  an  advantage 
in  consistency  such  as  cannot  be  found  in  compromise 
curricula.  Five  courses  were  provided,  open  to  the  elec- 
tion of  the  student,  each  containing  a  core  of  English, 
Mathematics,  and  Science.  The  distinctive  features  of  the 
courses  were  as  follows :  ( i )  Classical,  included  Latin, 
Greek,  and  either  French  or  German.  (2)  Regular,  in- 
cluded Latin,  French,  and  German.  (3)  Chemical,  simi- 
lar to  the  Regular,  but  with  additional  work  in  Chemistry. 
(4)  Physical,  similar  to  the  Regular,  but  with  additional 
work  in  Physics  and  Mathematics.  (5)  Scientific,  in- 
cluded French  and  German  and  special  work  in  Mathe- 


HENRY   CLARK   JOHNSON 

President,  1888-1893 


CENTRAL    HIGH    SCHOOL  269 

matics.  Under  this  course  of  study  the  advance  was 
pronounced.  Greek  and  French  were  once  more  intro- 
duced, and  the  teaching  of  the  languages  was  carried  far 
enough  to  make  it  of  some  practical  value.  But,  above 
all,  this  principle  was  recognized,  that  all  students  are 
not  constituted  alike  in  their  mental  machinery,  and  by 
introducing  electives  each  was  enabled  to  follow  the  line 
of  his  greatest  interest. 

For  several  years  it  had  been  apparent  that  the  public 
school  system  would  be  strengthened  if  the  number  of 
male  teachers  in  the  upper  grammar  grades  could  be  in- 
creased. It  will  be  remembered  that  one  of  the  original 
purposes  for  which  the  Central  High  School  had  been 
established  was  to  prepare  young  men  for  teaching,  and 
gradually  a  rule  had  been  developed  whereby  those  of 
the  graduates  of  the  school  who  obtained  high  standing 
were  given  teachers'  certificates.*  But  with  broader 
ideals  there  came  a  strong  demand  for  direct  professional 
training,  such  as  the  girls  would  receive  in  the  new  Nor- 
mal School  which  was  then  being  planned.  Recognizing 
the  force  of  this  tendency,  the  Board  of  Public  Education, 
under  the  leadership  of  Isaac  A.  Sheppard  and  Samuel 
B.  Huey,  authorized  the  establishment  of  a  Graduate 
Course  in  Pedagogy  in  the  High  School,  and  reserved  cer- 
tain positions  in  boys'  grammar  schools  for  its  students. 
A  course  of  study  was  prepared  by  Dr.  Edward  Brooks, 
who  became  Superintendent  of  Schools  in  1891,  and  the 
school  was  formally  opened  on  October  5  of  that  year. 

*  Certificates  of  qualification  to  teach  were  granted  to  five  hundred 
and  ten  graduates  between  1875  and  1891.  These  were  awarded  to 
those  students  who  made  a  general  average  of  at  least  85  on  the 
final  examination. 


270  HISTORY    OF   THE 

Its  Faculty  consisted  of  selected  members  of  the  High 
School  Faculty,  and  its  first  students  were  six  graduates 
of  the  High  School  and  one  graduate  of  Dickinson  Col- 
lege. As  a  result  of  this  new  course  the  teachership  in 
Philadelphia  has  been  materially  strengthened  by  the  in- 
fusion of  a  group  of  capable  and  energetic  men  who  know 
the  city  and  its  educational  life  intimately  and  whose 
pedagogic  work  is  an  ample  justification  for  the  existence 
of  the  school  to  which  they  owe  their  professional  train- 
ing.* 

The  instructing  corps  was  increased  by  ten  during  this 
administration  of  five  years,  and  while  some  of  the 
new  appointees  lacked  teaching  experience,  in  general 
they  brought  to  their  work  scholarly  enthusiasm  together 
with  a  thorough  mastery  of  the  field  in  which  each  was 
chosen  to  work.  In  1889,  Benjamin  F.  Lacey  and  Samuel 
E.  Berger  were  elected;  in  1890,  Chester  N.  Farr,  Jr., 
Dr.  Charles  S.  Dolley,  and  Bernard  Maurice;  in  1891, 
Ellis  A.  Schnable;  in  1892,  Dr.  Harry  F.  Keller;  in  1893, 
William  F.  Gray,  Ernest  Lacy,  and  Howard  W.  Dubois. 
It  is  noteworthy  that  a  majority  of  these  were  not 
Alumni  of  the  High  School. 

The  student  life  from  1888  to  1893  was  generally 
progressive.  The  Mirror  was  published  by  the  successive 
Senior  Classes  and  the  athletic  teams  were  well  sup- 

*  In  The  School  of  Pedagogy  Record  for  March,  1901,  Mr.  Louis 
Nusbaum  gives  a  list  of  the  graduates  of  the  school,  with  an  account 
of  their  vocations.  Of  the  total  of  seventy-nine  graduates,  ten  are 
now  supervising  principals  in  the  schools  of  Philadelphia,  five  are 
principals,  thirty-nine  are  assistant  teachers,  and  seven  are  engaged 
in  the  practice  of  other  professions,  or  are  studying  at  colleges  or 
universities.  No  better  argument  for  the  existence  of  the  school 
can  be  urged. 


CENTRAL    HIGH    SCHOOL  271 

ported.  Numerous  literary  and  social  societies  flourished, 
and  if  they  were  not  permanent,  they  were  at  least  helpful 
to  those  who  maintained  them.  Each  year  was  marked 
by  pleasant  events,  such  as  the  Annual  Track  Games,  the 
Christmas  Entertainment  (a  custom  of  over  thirty  years' 
standing),  and  the  Senior  Entertainment,  which  was  the 
boys'  device  for  raising  funds  to  devote  to  the  Commence- 
ment expenses. 

On  October  21,  1892,  Columbus  Day  was  fittingly  cele- 
brated in  the  old  Lecture-Room.  President  Johnson  read 
the  proclamation  of  the  President  of  the  United  States 
and  addresses  were  made  by  Professors  Houston  and 
Smyth  and  by  several  students.  It  is  recorded  that  after 
the  students  were  dismissed  they  paraded  down  town, 
shouting,  "  We  want  a  new  High  School !"  The  interest 
which  this  cry  aroused,  and  perhaps  the  parading  fever 
which  a  national  political  campaign  brings  with  it,  led  to 
an  unusual  demonstration  on  the  evening  of  November 
26,  when  the  students  of  the  Central  High  School  and 
the  two  Manual  Training  Schools  held  a  mammoth 
parade  to  celebrate  the  "  burying  of  the  hatchet"  by  the 
high  schools  of  Philadelphia.  Its  marshals  were  Wil- 
liam H.  Ukers  (Central  High  School),  Joseph  McClellan 
(Central  Manual  Training  School),  and  George  Muhley 
(Northeast  Manual  Training  School),  and  again  they 
raised  the  boyish  slogan,  "  We  want  a  new  High  School !" 
Indeed,  the  Class  of  '93  seems  to  have  been  unusually  en- 
terprising, for  in  April  of  their  senior  year  its  members 
gave  a  Class  dance,  the  first  of  its  kind,  and  after  gradua- 
tion they  published  a  Class  Record.  There  were  many 
signs  that  the  students  were  developing  an  initiative  that 
augured  well  for  the  future. 


272  HISTORY    OF   THE 

The  High  School  prepared  a  special  exhibit  of  its  work 
for  the  World's  Columbian  Exposition  in  1893,  largely 
through  the  efforts  of  Dr.  Houston,  and  received  a  bronze 
medal  and  diploma  for  "  General  Excellence  for  the  Ex- 
hibit of  Pupils'  work  in  Composition,  Physical  Geogra- 
phy, History,  Constructional  Drawing,  and  Designs." 
This  honorable  distinction  was  specially  gratifying  be- 
cause of  the  great  difficulty  in  representing  graphically 
the  work  of  the  High  School.  The  widened  outlook  that 
comes  with  culture  and  the  increase  of  power  resulting 
from  mental  discipline  cannot  be  shown  to  the  eye; 
hence  to  the  superficial  observer  the  High  School  has 
sometimes  suffered  in  comparison  with  other  institutions, 
in  which  material  results,  as  well  as  mental  benefits,  may 
be  effected. 

In  December,  1893,  President  Johnson  resigned  his 
responsible  position,  and  left  Philadelphia  for  his  home 
at  Cortland,  New  York.  For  a  second  time  the  conduct 
of  the  school  was  committed  to  Professor  Hopper,  who 
served  as  acting  President  until  the  following  February. 
At  first  there  was  a  general  thought  that  the  best  interests 
of  public  education  required  that  the  Presidency  should 
be  conferred  upon  one  of  the  members  of  the  Faculty, 
who  from  daily  experience  might  be  expected  to  under- 
stand the  problems  of  the  school.  But  after  mature  de- 
liberation the  High  School  Committee  decided  to  go  out- 
side of  the  Faculty,  and  eventually  agreed  upon  Robert 
Ellis  Thompson  for  the  post  which  was  admitted  to  be 
greater  in  its  possibilities  and  more  important  in  its  re- 
sponsibilities than  any  other  in  the  educational  life  of  the 
city. 

The  new  President  was  no  stranger  to  public  life  in 


ROBERT   ELLIS   THOMPSON 

President  from  1894 


CENTRAL    HIGH    SCHOOL  273 

Philadelphia.  For  twenty-four  years  he  had  held  one  of 
the  most  important  chairs  at  the  University  of  Pennsyl- 
vania, and  had  won  a  national  reputation  by  his  work  in 
sociology  and  political  economy.  His  pronounced  ad- 
vocacy of  protection  as  a  national  policy,  together  with 
his  ability  as  a  lecturer  and  controversialist,  had  brought 
to  him  invitations  to  lecture  at  Harvard,  Yale,  Cornell, 
Princeton,  and  other  institutions  of  the  first  grade,  and 
his  writings  in  this  chosen  field,  as  well  as  upon  certain 
phases  of  social  and  industrial  history,  had  served  to  in- 
troduce him  most  favorably  to  the  reading  public.  At 
the  time  of  his  election  to  the  Presidency  of  the  Central 
High  School  he  was  just  ending  his  fiftieth  year,  and 
hence  his  election  was  greeted  with  much  approval  by 
friends  of  the  school,  who  hailed  with  great  satisfaction 
a  chief  who  was  tried  and  experienced  and  whose  per- 
sonal character  attested  his  fitness  to  serve  as  the  coun- 
sellor and  guide  of  the  young  men  of  the  city. 

On  February  26,  1894,  the  new  President  was  inau- 
gurated with  appropriate  ceremonies.  In  the  presence  of 
the  members  of  the  Board  of  Education  and  other  emi- 
nent citizens,  Mr.  Huey  introduced  Dr.  Thompson  as  "  a 
ripe  scholar,  an  experienced  teacher,  and  a  pure  and  up- 
right man."  The  inaugural  address  was  followed  with 
great  interest,  since  it  was  felt  that  upon  this  occasion 
some  announcement  might  be  made  of  whatever  changes 
were  in  contemplation.  Without  touching  upon  any 
specific  plans,  however,  Dr.  Thompson  described  what 
he  felt  to  be  the  chief  educational  need  of  Philadelphia. 
"  The  studies  called  '  practical'  need  no  special  advocates 
in  Philadelphia.  The  spirit  of  the  city,  which  this  school 

is  not  intended  to  antagonize,  will  always  secure  them  a 

18 


274  HISTORY    OF   THE 

fair  chance.  But  a  grave  real  want  of  Philadelphia  is  a 
wider  diffusion  of  sound  literary  taste  and  a  more  careful 
development  of  literary  faculty  in  those  of  the  rising 
generation  who  possess  it." 

During  the  seven  years  that  have  been  accomplished  of 
this  last  administration  several  changes  of  organization 
and  method  have  been  made,  and,  to  the  great  satisfaction 
of  all  thinking  people,  there  has  been  an  expansion  of 
interest  in  higher  education  that  has  affected  all  classes 
and  all  localities.  One  of  the  first  recommendations  of 
the  new  President  was  that  the  Faculty  should  be  organ- 
ized into  departments,  each  with  a  responsible  head,  to 
whom  the  details  of  supervision  and  oversight  could  be 
committed.  In  the  previous  year  the  Department  of 
English  Language  and  Literature  had  been  established, 
and  all  of  the  work  along  this  line  had  been  placed  in  the 
general  charge  of  Professor  Smyth.  In  extending  this 
policy  there  have  been  created  the  Departments  of  Ancient 
and  Modern  Languages,  Mathematics,  History,  Physical 
Science,  and  Biology,  and  later  of  Art,  Commerce,  and 
Pedagogy, — these  nine  constituting  the  complete  educa- 
tional organization  of  the  school.  The  departmental  sys- 
tem had  become  a  necessity  in  an  institution  in  which  there 
might  be  several  instructors  teaching  the  same  subject  to 
different  sections  of  one  class,  and  it  has  not  only  secured 
competent  supervision  through  experts,  but  it  has  also 
aided  in  harmonizing  and  unifying  the  teaching. 

It  was  well  that  the  departments  were  organized  at 
once,  for  the  school  was  already  in  the  midst  of  a  tremen- 
dous wave  of  expansion  that  was  unequalled  in  its  pre- 
vious history.  In  1893  its  enrollment  was  eight  hundred 
and  seven  students;  ~buFin  1900  it  had  reached  a  total  of 


CENTRAL   HIGH    SCHOOL  275 

fourteen  hundred  and  fifty-six,  and  at  the  opening  of  the 
term  in  September,  1901,  when  the  attendance  reached 
high-water  mark,  there  were  on  the  rolls  the  names  of 
sixteen  hundred  and  one  students.  This  splendid  ad- 
vance has  necessitated  a  great  increase  in  the  number  of 
teachers,  and  the  instructing  corps,  which  numbered 
twenty- four  in  1893,  nad  increased  to  fifty-five  in  1900. 
It  is  probable  that  the  historian  of  the  future,  in  esti- 
mating the  influence  of  this  administration,  will  rank 
among  its  first  achievements  that  the  President,  in  hearty 
general  co-operation  with  the  Board  of  Public  Educa- 
tion, maintained  a  high  standard  of  university  qualifica- 
tion in  determining  who  were  fitted  to  teach  in  the  Cen- 
tral High  School.  The  additions  to  the  list  of  instructors 
and  professors  are  as  follows :  in  1894,  Thomas  M.  Light- 
foot,  Henry  H.  Belknap,  Philip  Maas,  J.  Duncan  Spaeth, 
J.  Harry  Graham,  and  Julius  L.  Neufeld;  in  1895, 
Franklin  S.  Edmonds  (February),  Arthur  W.  Howes 
(September),  Francis  B.  Brandt,  Jonathan  T.  Rorer,  Jr., 
Cheesman  A.  Herrick,  and  J.  Allen  Heany;  in  1896, 
William  J.  Long,  Jesse  Pawling,  Jr.,  John  S.  Morris, 
Lewis  R.  Harley,  and  James  M.  Hill;  in  1897,  Benjamin 
W.  Mitchell,  George  L.  Plitt,  Harry  B.  Mclntire,  Percy 
L.  Neel,  George  W.  Schwartz,  and  Thomas  R.  Galbraith ; 
in  1898,  Alfred  Z.  Reed,  Edward  H.  Landis,  and  William 
Weinrich,  Jr.;  in  1899,  Edwin  Leibfreed  and  J.  Charles 
Walker;  in  1900,  David  J.  Campbell,  Joseph  Falter- 
mayer,  Louis  Nusbaum,  Joseph  C.  Fox,  James  H.  F. 
Moffatt,  Francis  H.  Lee,  John  L.  Haney,  Henry  W. 
Patten,  Emile  Walliser,  and  Robert  M.  Brookfield;  and 
in  1901,  William  H.  Haussmann.  Of  these  thirty-nine 
men,  a  bare  majority  (twenty-one)  were  graduates  of  the 


276  HISTORY    OF   THE 

High  School,  and  of  this  group  nearly  all  had  pursued 
advanced  studies  at  some  other  institution.  This  infusion 
of  young  blood  has  not  only  invigorated  the  school,  but 
it  is  also  a  hopeful  sign  for  the  public  educational  system 
that  it  is  able  to  command  the  services  of  those  who  rank 
among  the  best  that  the  colleges  and  universities  can 
produce. 

Several  changes  have  been  made  in  the  arrangement  of 
the  studies,  and  the  curriculum  has  been  greatly  elabo- 
rated. Latin  has  again  become  a  compulsory  study  in  all 
of  the  courses.  The  student  who  enters  the  High  School 
to-day  is  offered  at  the  outset  a  choice  between  two 
courses, — Regular  and  Commercial.  If  he  elects  the 
former,  at  the  end  of  his  freshman  year  he  is  given  a 
further  choice  between  Greek  (Classical  Course)  and 
German  (Scientific).  If  he  registers  with  the  Scientific, 
at  the  end  of  the  sophomore  year  he  must  elect  between 
the  Latin  Scientific  Course  (Latin  and  German)  and 
the  Modern  Language  Scientific  Course  (German  and 
French).  In  the  later  years  there  are  other  opportunities 
for  election,  the  student  being  asked  to  select  between 
two  studies  that  are  regarded  as  educationally  equivalent. 
The  wide  scope  of  the  electives  has  added  greatly  to  the 
strength  of  the  course,  in  that  it  affords  an  opportunity 
to  the  student  to  follow  the  line  of  his  own  chief  interest, 
and  thus  strengthen  himself  in  what  may  become  his 
life-work.  Perhaps  the  chief  criticism  to  be  made  upon 
the  general  course  of  study  is  that  in  enriching  the  cur- 
riculum through  the  introduction  of  new  branches  the 
number  of  studies  for  the  later  years  has  been  increased 
beyond  the  limits  which  modern  education  has  come  to 
accept.  But  with  the  readjustment  that  is  continually 


CENTRAL    HIGH    SCHOOL  277 

taking  place  a  proper  apportionment  will  doubtless  be 
attained. 

Perhaps  the  most  interesting  novelty  in  the  course  of 
study  was  introduced  in  1898,  when  the  Department  of 
Commerce  was  instituted.  For  several  years  a  number 
of  influential  public  men  of  the  city  had  been  urging  upon 
the  educational  authorities  the  necessity  of  providing  a 
school  in  which  definite  preparation  for  business  life  could 
be  obtained.  At  first  a  Commercial  School  was  proposed, 
but  as  the  plans  for  the  expansion  of  the  Central  High 
School  neared  realization  it  was  suggested  that  the  studies 
proposed  could  readily  be  introduced  as  a  separate  course 
in  the  school  which  was  already  established.  Early  in 
1898  the  Board  of  Education  approved  of  the  plan,  and 
a  course  of  study  was  prepared  by  Superintendent  Brooks, 
aided  by  other  educational  experts.  A  member  of  the 
High  School  Faculty  whose  interests  and  training  natu- 
rally led  him  to  this  work  (Professor  Herrick)  was  ap- 
pointed head  of  the  department,  and  under  his  direction 
the  course  has  been  pursued  with  distinct  success.  Its 
first  students  will  be  graduated  in  1902,  and  not  until  they 
have  tested  their  training  in  practical  life  can  its  results 
be  adequately  estimated.  But  the  popularity  of  the 
course  and  the  interest  which  the  students  have  taken  in 
their  work  are  excellent  indications  that  by  this  means 
many  have  been  led  to  do  higher  work  who  would  not 
have  found  the  training  they  desired  in  any  other  course. 

The  Alumni  of  the  school  have  heartily  endorsed  this 
new  feature  of  the  curriculum,  and  many  of  those  who 
were  graduated  in  the  fifties  have  found  in  it  a  justifica- 
tion for  the  ideals  which  President  Hart  had  cherished. 
It  is  to  be  hoped  that  so  long  as  the  High  School  exists 


278  HISTORY    OF   THE 

there  may  be  found  among  its  pupils  those  preparing  for 
business  studying  side  by  side  with  those  who  plan  for 
professional  life,  each  group  deriving  help  from  its  asso- 
ciation with  the  other.  It  would  be  a  distinct  narrowing 
of  the  function  of  the  school  if  either  group  were  to  be 
removed  from  direct  contact  with  the  other. 

Another  important  educational  change  came  in  1896, 
when  the  course  in  Pedagogy  was  extended  to  two  years 
and  a  special  professorship  in  that  subject  was  created. 
Since  that  time  the  School  of  Pedagogy  has  been  a  regu- 
lar department  of  the  High  School,  under  the  direction 
of  Professor  Brandt,  and,  with  the  establishment  of  a 
School  of  Practice  for  the  pedagogical  students  in  1900, 
the  way  has  been  opened  for  even  greater  usefulness  for 
this  post-graduate  course. 

The  student  life  during  this  last  period  has  been  char- 
acterized by  a  general  improvement  in  tone  and  by  a 
striking  elaboration  of  interests.  In  methods  of  disci- 
pline there  has  been  a  complete  change, — the  system  of 
"  noting"  having  been  abolished  and  in  its  place  a  "  Com- 
mittee of  Discipline"  instituted.  This  august  body 
holds  regular  meetings,  directs  inquiries,  and  appor- 
tions penalties.  It  still  asserts  the  old  tradition,  that  no 
offender  can  be  punished  until  he  has  had  ample  oppor- 
tunity to  state  his  case,  and  thus  justice  is  insured. 

The  introduction  of  military  drill  has  frequently  been 
suggested  as  a  method  whereby  habits  of  subordination 
would  be  encouraged,  and  also  as  a  salutary  physical  ex- 
ercise. It  is  probable  that  a  regular  drill  would  be  im- 
mensely popular  with  the  students,  who  have  formed 
volunteer  companies  with  great  enthusiasm  when  the 
opportunity  was  presented.  But  usually  anything  that 


CENTRAL    HIGH    SCHOOL  279 

would  tend  to  arouse  a  martial  spirit  has  met  with  the 
opposition  of  the  Society  of  Friends,  and  thus  far  this 
has  proved  effectual. 

Student  societies  have  been  founded  in  great  numbers, 
have  flourished  with  temporary  prosperity,  and  then  died. 
No  undergraduate  organization  has  had  a  continuous  life 
in  these  later  years,  except  the  Athletic  Association.  Cer- 
tain of  these  multiform  societies  have  had  their  origin 
in  some  phase  of  the  school  work,  as  the  Mathematical 
Seminar,  Chaucer  Club,  German  Society,  Agassiz  Asso- 
ciation, Field  Club,  and  House  of  Representatives.  Others 
have  been  purely  social  in  their  purposes,  and  were  dis- 
tinguished by  their  unique  appellations.  Thus,  in  the 
Class  of  1901  there  were  the  following  clubs,  Le  Bon 
Ton,  Joyful  Jabberwocks,  Robin  Hood,  The  Stags,  The 
Rounders,  The  Knickerbocker  Club,  Saccaria  Sodali- 
tas,  etc. 

The  class  activities  have  developed  to  an  unusual  de- 
gree. Since  1893  each  graduating  class  has  published 
an  annual,  called  the  Class  Record.  In  the  next  year  the 
custom  of  holding  a  Class  Day  as  a  feature  of  the  Com- 
mencement Week  was  instituted,  and  has  since  continued. 
In  1894  the  pleasing  institution  of  a  baccalaureate  sermon 
deserves  notice,  the  sermons  having  been  preached  by 
Rev.  Dr.  Charles  Wads  worth  (1894),  Rt.  Rev.  Leighton 
Coleman  (1895),  Rev.  Dr.  Wallace  MacMullen  (1896), 
Rev.  Dr.  Kerr  Boyce  Tupper  (1897),  Rev.  Dr.  Joseph 
D.  Newlin  (1898),  and  since  then  by  the  President  of 
the  school. 

The  Senior  Entertainment,  which  was  originally  de- 
signed to  meet  the  expenses  of  graduation,  has  now  de- 
veloped into  one  of  the  most  elaborate  functions  of  the 


280  HISTORY    OF   THE 

year.  Once  a  permanent  dramatic  club  was  started,  but 
as  its  demands  upon  the  time  and  energies  of  the  students 
were  severe,  it  did  not  meet  with  the  approval  of  the 
Faculty.  Some  of  the  recent  classes  have  arranged  a 
school  dance,  —  the  Senior  Promenade,  —  which  has 
proved  to  be  an  exceedingly  pleasant  function.  Re- 
cently, through  the  efforts  of  the  Alumni,  oratorical  con- 
tests have  again  been  instituted,  and  these  have  brought 
together  the  students  and  their  friends  in  a  most  pleas- 
ant way.  So  to-day  the  annual  programme  of  the  alert 
High  School  boy  includes  football,  base-ball,  basket-ball, 
and  cricket  games,  the  interscholastic  regatta,  the  track 
meets,  the  Senior  Entertainment,  the  Senior  and  Junior 
oratorical  contests,  the  baccalaureate  sermon,  Class  Day, 
and  Commencement;  and  as  this  will  be  interspersed 
with  regular  meetings  of  his  own  club,  it  can  readily  be 
seen  that  he  suffers  no  lack  of  opportunities  to  meet  his 
fellows.  Indeed,  those  who  owe  allegiance  to  an  older 
set  of  traditions  may  perhaps  deplore  the  stress  which 
is  laid  upon  social  life  among  the  youth  of  the  city  to-day 
and  decry  what  seems  to  them  to  be  a  degeneration  from 
the  more  sober  ideals  of  their  own  boyhood.  That  there  is 
reason  in  this  attitude  is  not  to  be  doubted,  but  it  is  well 
to  remember  that  the  High  School  is  not  alone  in  this  de- 
velopment, and  that  its  history  illustrates  the  great  change 
that  has  come  over  social  standards  in  the  last  two  decades 
favoring  greater  freedom  for  the  young. 

Certain  incidents  of  the  school  life  that  have  occurred 
recently  deserve  mention.  On  May  15,  1897,  the  stu- 
dents took  part  in  the  bicycle  parade  that  formed  part 
of  the  ceremonies  at  the  unveiling  of  the  Washington 
Monument  at  the  Green  Street  entrance  to  Fairmount 


CENTRAL   HIGH    SCHOOL  281 

Park.  When  school  reopened  in  the  autumn  there  was 
an  interesting  historical  occasion  when,  on  September  20, 
1897,  there  was  celebrated  the  sixtieth  anniversary  of  the 
laying  of  the  corner-stone  of  the  first  High  School  build- 
ing. Professor  Hopper  made  an  address  to  the  students 
that  had  much  to  do  with  reawakening  an  interest  in  the 
past.  On  November  29,  1897,  Mrs.  William  T.  Carter, 
member  of  the  National  Society  of  the  American  Insti- 
tute of  Civics,  presented  a  large  American  flag  to  the 
school,  the  chief  address  being  made  by  Major-General 
Nelson  A.  Miles,  commanding  the  army  of  the  United 
States.  The  Spanish  War  of  1898  brought  about  a  great 
outburst  of  patriotism,  not  unlike  that  of  1861.  The 
Faculty  and  High  School  Committee  at  once  resolved  to 
graduate  with  his  class  any  senior  who  should  enlist  in 
the  service  of  his  country,  and  several  took  advantage  of 
this  permission.  The  younger  students  were  deeply  con- 
cerned at  an  undeserved  stigma  cast  upon  them  by  their 
rivals  in  other  institutions  because  the  school  colors  (crim- 
son and  gold)  corresponded  to  the  colors  of  Spain.  Not 
until  the  Athletic  Council  directed  that  wherever  the 
crimson  and  gold  were  displayed  the  red,  white,  and  blue 
should  accompany  them  was  this  complication  satisfac- 
torily settled. 

In  the  midst  of  these  healthy  and  vigorous  interests 
the  school  was  growing  with  such  rapidity  that  it  seemed 
destined  to  absorb  the  whole  neighborhood.  At  various 
times  there  were  pressed  into  service  the  church  at  Broad 
and  Brandy  wine  Streets,  a  dwelling-house  at  Fifteenth 
and  Green  Streets,  two  rooms  of  the  house  1204  Spring 
Garden  Street,  and  the  famous  "  annex,"  as  the  carriage- 
factory  at  Broad  and  Mount  Vernon  Streets  was  called. 


282  HISTORY    OF   THE 

At  one  time  more  than  one-half  of  the  students  could  not 
be  accommodated  in  the  school  building,  and  their  teach- 
ing was  conducted  in  the  unsatisfactory  environment  of 
temporary  quarters.  It  is  now  seven  years  since  the 
whole  school  has  seen  itself,  since  the  entire  student  body 
has  assembled  at  one  time  in  one  place.  Eventually  the 
school  was  divided  into  two  squads,  the  first  reporting 
from  9  A.M.  to  i  P.M.  and  the  second  from  i  P.M.  to  5 
P.M.  In  1896  a  large  portion  of  the  Freshman  Class 
was  assigned  to  afternoon  sessions,  but  through  the 
generosity  of  Mr.  Alexander  Adaire,  a  member  of  the 
High  School  Committee,  additional  rooms  were  provided 
in  the  annex.  In  1897-98  the  Junior  Class,  and  from  1898 
to  1900  the  Freshman  Class,  held  afternoon  sessions;  and 
added  to  the  hardship  which  this  entailed  was  the  daily 
view  of  the  tantalizing  progress  made  on  the  magnificent 
granite  block  situated  on  the  opposite  corner. 

The  fight  for  the  new  buildings  was  the  most  im- 
portant of  the  recent  struggles  and  the  greatest  of  the 
victories.  For  many  years  it  had  been  felt  that  the  old 
building  was  absolutely  inadequate  to  the  demand.  Pub- 
lic opinion  would  no  longer  tolerate  that  young  men,  com- 
petent and  ambitious,  should  be  shut  out  from  the  school 
merely  because  there  was  no  room.  It  was  a  long,  hard 
battle,  but  with  each  discouragement  the  demands  grew 
in  definiteness  and  in  size,  until  to-day  the  school  is  housed 
in  part  of  what  has  been  termed  the  most  complete,  as 
it  is  the  most  costly,  school-house  in  America.  It  is  in- 
teresting to  notice  how  the  popular  conception  of  the  needs 
of  the  school  was  enlarged.  In  1887  the  Board  of  Public 
Education  asked  Councils  for  $30,000  to  extend  the  old 
building,  and  was  refused;  in  1890  it  asked  for  $150,000 


THE   NEW   BUILDINGS,   FROM 


CENTRAL    HIGH    SCHOOL  283 

for  an  addition  to  the  building,  with  a  like  result;  but 
three  years  later  it  was  granted  $500,000  as  the  first 
appropriation  for  a  new  building;  and  since  then,  al- 
though there  have  been  delays  due  to  lawsuits,  strikes, 
etc.,  progress  has  been  made  until  completion  is  within 
view.*  That  so  much  has  been  obtained  for  the  school 

*  These  facts  concerning  the  new  buildings  have  been  carefully 
verified  and  may  be  of  general  interest : 

DIMENSIONS. 

Size  of  lot,  186  feet  5  inches  on  Broad  and  Fifteenth  Streets,  and 
395  feet  6  inches  on  Green  and  Brandywine  Streets. 

Main  building,  170  by  221  feet  n  inches. 

Annex,  86  by  150  feet. 

Height  of  tower,  137  feet. 

Height  of  roof,  92  feet. 

Height  of  ceilings :  basement,  1 1  feet ;  first  floor,  16  feet ;  second 
and  third  floors,  15  feet;  and  fourth  floor,  13  feet. 

Assembly-room,  144  by  80  feet. 

Height  of  gymnasium,  40  feet. 

Distance  between  main  building  and  annex,  58  feet  3  inches. 

Alumni  library,  80  by  64  feet  6  inches. 

COST. 

Lot $400,000.00 

Principal  contract  on  main  building 593>i37-50 

Extra  granite  trimmings 30,000.00 

Special  fireproofing 36,766.00 

Heat  and  ventilating  plant 39,35o.oo 

Electrical  and  mechanical  plant 26,780.00 

Laboratory  table,  cases,  etc 28,700.00 

Telescope   and   fittings 25,000.00 

Transit-room    4,947.00 

Electric   wiring 9,319.00 

Paving   6,853.00 

Outside  window-gratings  3,985.00 

Addition  to  tower,  etc 1,925.00 

Iron  rails  and  girders 3,95o.oo 

Chairs  for  students 8,228.70 

Other  furniture   (about) 30,000.00 


284  HISTORY    OF   THE 

is  due,  beyond  all  other  reasons,  to  the  zeal  and  energy 
with  which  the  Alumni  pressed  its  claims  upon  a  public 
at  first  indifferent  but  soon  highly  interested.  The  chair- 
man of  the  High  School  Committee  and  a  majority  of 
his  colleagues  were  Alumni ;  in  Councils  the  first  interest 
was  shown  by  former  students  of  the  school,  such  as 
Edward  W.  Patton,  James  L.  Miles,  Jacob  J.  Seeds,  Wil- 
liam H.  James,  and  Edward  A.  Anderson.  The  Alumni 
in  public  life  united  to  commend  the  plan,  and  as  a  result 
of  this  earnest  work  the  appropriations  were  secured. 
This  is  the  first  building  erected  for  the  school  by  the  city 
of  Philadelphia,  for  the  Juniper  Street  school  was  built 
with  a  grant  from  the  national  treasury  and  the  second 
building  largely  from  the  proceeds  of  the  sale  of  the  first. 
In  the  course  of  the  struggle  for  better  quarters  cer- 
tain interesting  developments  took  place.  As  soon  as  the 
semi-centennial  exercises  had  taken  place,  in  1888,  it  was 
suggested  that  the  enthusiasm  and  loyalty  then  asserted 
should  be  directed  into  some  channel  whereby  the  school 
could  be  aided.  The  first  opportunity  came  in  December, 
1891,  when  the  Associated  Alumni  tendered  a  reception 
to  Dr.  Edward  Brooks,  the  newly  elected  Superintendent 
of  Schools.  On  this  occasion  the  addresses  were  all  along 
one  line, — the  needs  of  the  High  School.  Within  a  few 
months  the  following  committee  was  appointed  to  CO- 


COST  OF  ANNEX. 

Original  contract,  less  penalty $122,084.00 

Extra    piers 1,478.36 

Final   contract 157,293.00 

Paving  (estimated)    4,000.00 


Total  cost  of  site  and  buildings $1,533,796.56 


CENTRAL    HIGH    SCHOOL  285 

operate  with  the  High  School  Committee  in  all  of  its 
plans  for  advancing  the  interests  of  the  school :  John  R. 
Fanshawe,  John  F.  Lewis,  Esq.,  Professor  Edwin  J. 
Houston,  Harry  Shelmire  Hopper,  Esq.,  General  James 
W.  Latta,  Jacob  Singer,  Esq.,  and  George  Barclay 
Hawkes,  Esq.  The  newspapers  of  the  city  were  much 
interested  in  the  agitation,  and  by  articles  and  edito- 
rials showed  the  need  of  better  accommodations  for  the 
school.  When  the  appropriation  was  pending  before 
the  Finance  Committee,  Mr.  Huey,  Dr.  Houston,  Mr. 
Singer,  and  Mr.  David  H.  Lane,  all  members  of  the 
Alumni,  offered  arguments  in  its  favor.  A  few  days 
later,  at  the  Annual  Reception  of  the  Alumni,  William 
H.  Staake,  Esq.,  offered  a  strong  resolution  endorsing 
the  action  of  the  Finance  Committee  in  allowing  the 
appropriation. 

In  the  first  months  of  1893  an  examination  of  avail- 
able sites  was  pursued.  The  lot  at  Twenty-sixth  and  Jef- 
ferson Streets  and  those  at  Broad  and  Spring  Garden 
Streets  and  at  Broad  and  Cherry  Streets  were  strongly 
advocated,  but  by  April  all  had  united  in  the  selection  of 
the  site  at  the  southwest  corner  of  Broad  and  Green 
Streets,  which  was  held  to  be  doubly  desirable  from  its 
central  location  on  the  main  avenue  of  the  city  and  by 
reason  of  its  proximity  to  the  spot  around  which  the  tra- 
ditions of  the  school  centred. 

The  purchase  of  this  site  was  involved  in  costly  liti- 
gation, and  it  was  not  until  May  7,  1894,  that  the  ground 
was  broken.  The  first  sod  was  upturned  by  Mr.  Fan- 
shawe, who  had  been  accorded  this  honor  by  the  chair- 
man of  the  Property  Committee  of  the  Board  of  Educa- 
tion, Mr.  Paul  Kavanagh,  in  recognition  of  the  work  of 


286  HISTORY    OF    THE 

the  Alumni  in  securing  the  appropriation  for  the  new 
school.* 

On  October  20,  1894,  the  corner-stone  was  laid  in  an 
impressive  manner,  with  the  members  of  the  Board  of 
Public  Education,  Alumni,  Faculty,  and  students,  as  well 
as  many  other  distinguished  citizens,  as  witnesses.  There 
were  religious  exercises  conducted  by  Rev.  Dr.  Stephen 
W.  Dana  and  Rev.  Dr.  William  N.  McVickar ;  addresses 
were  made  by  Mr.  Kavanagh,  Mr.  Huey,  Hon.  Robert 
E.  Pattison,  Dr.  Robert  Ellis  Thompson,  Professor 
Houston,  Dr.  Brooks,  and  Mr.  James  L.  Miles;  and  the 
corner-stone,  containing  many  precious  mementos,  was 
laid  by  Mr.  Isaac  A.  Sheppard,  President  of  the  Board 
of  Public  Education. 

In  the  years  of  waiting  that  followed  the  progress  of 
the  building  was  delayed  in  a  number  of  ways  that  could 
not  have  been  anticipated  at  the  outset.  In  the  mean 
time  the  school  expanded  so  rapidly  that  at  one  time 
annexes,  double  sessions,  abbreviated  curriculum,  and  all 
sorts  of  devices  became  necessary,  if  those  who  desired 
a  high  school  education  were  not  to  be  refused.  At  last, 
in  September,  1900,  the  main  building  having  been 
finished,  the  school  entered  its  new  quarters  with  the  best 
wishes  of  the  entire  community  for  the  maintenance  of 
the  traditions  of  high  usefulness  that  had  been  so  well 
asserted  in  the  pastf 

During  these  later  years,  when  it  has  seemed  that  at 

*  The  spade  used  on  this  occasion,  the  first  sod  upturned,  as  well 
as  the  trowel  employed  at  the  laying  of  the  corner-stone,  form 
interesting  relics  in  the  archives  of  the  Associated  Alumni. 

t  It  is  probable  that  the  annex  will  be  completed  early  in  1902,  and 
it  is  expected  that  the  formal  opening  will  be  held  at  that  time. 


CENTRAL    HIGH    SCHOOL  287 

last  a  proper  environment  for  the  students  was  possible, 
many  plans  have  been  suggested  for  increasing  the  effi- 
ciency of  the  school.  Beyond  all  question  the  most 
important  contemplated  the  expansion  of  the  course  of 
study.  At  first  a  change  of  name  to  "  The  College  of 
Philadelphia"  was  advocated,  but  later  opinion  in  the 
Board  of  Public  Education  was  crystallized  in  favor  of  a 
more  fundamental  proposition, — that  two  years  should 
be  added  to  the  course  of  study.  The  argument  for  this 
change  was  first  presented  in  the  annual  report  of  Mr. 
Samuel  B.  Huey,  President  of  the  Board,  for  1898,  and 
it  was  at  once  endorsed  by  the  High  School  Committee, 
the  Faculty,  the  Superintendent  of  Schools,  and  the  Board 
of  Managers  of  the  Associated  Alumni.  So  marked  an 
expansion  proved,  however,  to  be  in  advance  of  public 
opinion,  and  hence  decisive  action  in  the  matter  was  post- 
poned. 

If  the  school  is  to  maintain  its  position  as  the  "  People's 
College/'  established  for  the  full  general  education  of 
the  young  men  of  the  city  and  conferring  the  bachelor's 
degree  upon  its  graduates,  it  cannot  be  questioned  that 
some  advance  in  its  scholastic  standards  is  necessary. 
In  the  days  of  President  Hart  this  was  brought  about 
by  increasing  the  entrance  requirements,  thus  passing 
the  elementary  studies  to  the  lower  schools.  If  this 
could  be  done  with  the  preliminary  work  in  the  foreign 
languages,  it  would  probably  be  of  great  benefit  to  the 
schools  below  as  well  as  to  the  schools  above.  With  an 
increasing  interest  in  higher  education,  standards  are 
continually  advancing,  and  no  one  will  deny  that  to  be 
considered  cultured  by  the  tests  of  1901  a  man  must  know 
many  things  that  two  generations  ago  formed  no  part 


288  HISTORY    OF    THE 

of  a  general  education.  If  the  High  School  is  to  con- 
tinue to  send  forth  students  who  will  enter  directly  into 
professional  schools  for  the  study  of  law,  medicine,  and 
theology,  if  its  graduates  are  to  enter  into  the  active  work 
of  trade  and  commerce,  in  which  they  will  find  competi- 
tion keen  and  direct  with  the  alumni  of  the  modern  col- 
leges and  universities,  then  some  rearrangement  of  studies 
is  inevitable  that  will  advance  the  grade  of  maturity  and 
of  knowledge  with  which  the  students  of  the  High  School 
leave  their  Alma  Mater. 

Certainly  all  will  agree  that  the  pupils  of  the  public 
schools  are  entitled  to  the  best  and  most  complete  educa- 
tion that  modern  standards  can  prescribe.* 


*  The  following  statistics  represent  the  tendencies  of  the  recent 
graduating  classes.  For  five  years  past,  during  the  Commencement 
Week,  the  members  of  the  Graduating  Class  have  been  asked  to  in- 
dicate what  line  they  expected  to  follow  the  next  year.  From  their 
replies  this  table  has  been  compiled.  It  has  been  impossible  to 
verify  all  of  these  expectations,  but  it  is  believed  that  the  table 
represents  a  fairly  accurate  approximation  of  the  lines  of  work 
pursued  by  the  recent  High  School  graduates. 

CLASS  OF 

1897.  1898.  1899.  1900.  1901. 

School  of  Pedagogy 10  10  7  7  7 

University  of   Pennsylva- 
nia: 

Arts   3  10  10  13  9 

Wharton  School 3  8  3  2 

Biology   3  ..  2  ..  i 

Chemistry 2  3  ..  8  I 

Engineering  2  3          I  6  6 

Architecture 2  5  2 

Law    ii  13  15  ii  10 

Medicine 5  ii  7  ii  8 

Dentistry  I  i  ..  I 

Department  undecided      13111 


CENTRAL    HIGH    SCH 


CLASS  OF 
1897.      1898.      1899.      1900.      1901. 


4 

2 

2 

i 

Princeton                                     i 

I 

2 

2 

Johns  Hopkins  I 

I 

Cornell             •                           • 

2 

i 

Columbia    

I 

Lehigh                       .      . 

e 

e 

Lafayette    

I 

I 

Franklin  and  Marshall  

I 

Dickinson     

e 

Haverford    2 

I 

Oberlin 

I 

Bucknell    

I 

Jefferson    ]Vtedical 

2 

6 

Medico-Chirurgical       

I 

Hahnemann  Medical  3 

2 

College  of  Pharmacy  i 
United  States  Naval  Acad- 

I 

I 

•• 

I 

emy  ..................... 

Michigan  Mining  School.  ... 
Crozer  Theological   Semi- 

nary 
New     York     Theological 

Seminary 

School  of  Industrial  Art.  .     .. 
Academy  of  Fine  Arts  ..... 
College  undecided 
United      States      Military 

Academy  ................ 

Number    who    expect    to 

pursue  college  or  univer- 

sity work  ..............     51 

Number    who    expect    to 

enter  business  ..........     56 


75 


24 


79 


71        86 


71 


40        41 


It  will  be  noticed  that  for  the  large  majority  of  its  graduates  the 
High  School  concludes  the  period  of  general  or  cultural  training, 
and  that  the  proportion  that  pursues  an  arts  course  after  graduation 
is  exceedingly  small. 

19 


290  HISTORY    OF    THE 


CHAPTER    XIV 

THE    ALUMNI 

FROM  the  graduation  of  the  First  Class  to  the  present 
the  Alumni  of  the  Central  High  School  have  been  noted 
for  the  strength  of  their  devotion  to  Alma  Mater  and 
of  their  fraternal  feeling  for  one  another.  As  a  large  pro- 
portion of  the  members  of  each  class  have  remained  in 
Philadelphia,  it  has  been  possible  to  collect  the  records 
of  the  careers  of  many,  and  so  to  form  some  conception, 
though  it  must  necessarily  be  inadequate,  of  the  influence 
of  the  school  upon  the  community  which  has  maintained 
it.  Year  after  year  young  men  have  been  sent  forth  to 
take  part  in  the  battle  of  life ;  they  have  scattered  along 
many  lines  and  have  engaged  in  diverse  works,  but  their 
loyalty  to  the  old  school  which  gave  them  their  training 
has  been  honest  and  unfaltering.  No  better  testimony 
to  the  efficiency  of  public  higher  education  can  be  given 
than  that  which  comes  from  those  who  have  tested  its 
work  in  practical  life. 

Several  associations  of  the  Alumni  have  been  formed, 
but  a  half-century  had  almost  elapsed  before  an  enduring 
basis  was  laid  for  such  an  organization  as  now  exists. 
Immediately  after  the  exercises  of  the  first  Commence- 
ment, July  15,  1842,  Dr.  Bache  invited  the  graduates 
to  form  an  Alumni  Association,  and  for  several  years 
this  society  continued.  Its  chief  function  was  an  an- 
nual meeting,  at  which  honorary  addresses  were  de- 


CENTRAL    HIGH    SCHOOL  291 

livered.  It  is  recorded  that  in  1848  an  Alumni  dinner 
was  held,  which  was  attended  by  a  large  proportion  of 
the  graduates  of  the  early  classes.  In  later  years  in- 
terest in  the  association  languished,  and  it  seems  to  have 
been  buried  and  revived  several  times.  In  1855,  and 
again  in  1862,  editions  of  a  general  Alumni  catalogue 
were  published,  containing  the  names  of  all  students 
admitted  to  the  school.  It  was  originally  intended 
to  issue  this  catalogue  at  regular  intervals  of  three 
or  five  years,  but  this  plan  was  not  realized.  In 
1867  a  collateral  organization  was  formed,  which,  under 
the  name  "  The  Alumni  Institute  of  the  Central  High 
School,"  was  designed  to  aid  in  the  social  life  of  the  main 
association.  In  1873  the  present  association  was  incor- 
porated, under  a  charter  from  the  State  of  Pennsylvania, 
with  the  title  "  The  Associated  Alumni  of  the  Central 
High  School  of  Philadelphia."  For  several  years  after 
incorporation  the  Alumni  reunions  were  well  conducted 
and  supported;  .but  in  1886,  with  the  approach  of  the 
semi-centennial,  it  was  determined  to  reorganize,  with  a 
view  to  greater  efficiency.  The  first  public  functions  under 
the  direction  of  the  Associated  Alumni  were  the  exercises 
in  commemoration  of  the  semi-centennial  of  the  school, 
held  at  the  Academy  of  Music  on  October  29,  1888. 
Extraordinary  efforts  had  been  put  forth  to  arouse  an 
appropriate  enthusiasm.  Six  months  before  the  anni- 
versary a  committee  had  been  appointed  from  each  of  the 
ninety-six  classes  of  the  school's  history.  The  Executive 
Committee  in  direct  charge  of  details  consisted  of  John  F. 
Lewis,  Esq.,  chairman;  Harry  Shelmire  Hopper,  Esq., 
secretary;  Col.  Robert  P.  Dechert,  Professor  Edwin  J. 
Houston,  John  J.  Weaver,  Stephen  W.  White,  and  John 


292  HISTORY    OF    THE 

Thompson  Elliot.  An  anniversary  fund  was  collected, 
and,  as  an  Alumni  Memorial,  a  library  was  established 
for  the  use  of  the  students  of  the  school. 

The  meeting  at  the  Academy  of  Music  was  remarkable 
for  the  interest  manifested  by  some  of  the  ablest  and  most 
progressive  citizens  of  Philadelphia.  Col.  R.  P.  Dechert 
presided,  and  the  programme  included  devotional  exer- 
cises by  two  Alumni,  Rev.  Dr.  John  E.  Cookman  and  Rev. 
Dr.  Samuel  Laird,  and  addresses  by  the  chairman;  by 
Hon.  Michael  Arnold,  who  spoke  on  "  The  Administration 
of  Professor  John  S.  Hart;"  by  Dr.  S.  Solis  Cohen,  whose 
topic  was  "  The  Central  High  School  as  a  Teacher  of . 
Science;"  by  Hon.  William  N.  Ashman,  who  considered 
"  The  Value  of  the  Central  High  School  in  its  Relation 
to  our  Public  Schools;"  and  by  George  Alfred  Town- 
send,  who  recited  an  original  poem.  The  second  part  of 
the  programme  was  opened  by  Col.  Charles  H.  Banes  with 
an  address  upon  "  The  High  School  during  the  War ;" 
Mr.  William  M.  Smith,  President  of  Common  Council, 
was  expected  to  speak,  but  was  detained  by  sickness,  and 
letters  from  Mr.  Smith  and  several  other  Alumni  were 
read  by  William  H.  Staake,  Esq.  Hon.  Lewis  C.  Cas- 
sidy  was  also  prevented  from  attendance  by  sickness, 
and  in  his  place  the  chairman  of  the  Semi-Centennial 
Committee,  John  F.  Lewis,  Esq.,  who  had  worked  with 
such  devotion  for  the  success  of  the  meeting,  delivered  an 
address  upon  "  The  Work  of  the  High  School."  The 
concluding  address  was  by  Hon.  Robert  E.  Pattison, 
whose  topic  was  "  The  Duty  oi  the  State  to  furnish 
Gratuitous  Higher  Education." 

The  celebration  at  the  Academy  of  Music  was  followed, 
on  the  evening  of  October  30,  1888,  by  the  Semi-Centen- 


CENTRAL    HIGH    SCHOOL  293 

nial  Reception,  at  St.  George's  Hall,  which  was  largely 
attended  by  Alumni,  members  of  the  Faculty,  city  and 
State  officials,  and  invited  guests  connected  with  educa- 
tional work.  This  reception  was  the  means  of  bringing 
together  more  Alumni  and  friends  of  the  school  than  had 
ever  met  in  a  similar  manner  before ;  and  the  enthusiasm 
resulting  from  this  social  gathering  has  affected  materi- 
ally the  subsequent  history  of  the  school. 

There  can  be  no  doubt  as  to  the  effect  of  these  meetings 
in  directing  public  attention  to  the  work  and  the  needs 
of  the  High  School.  Those  in  charge  of  the  reunion  had 
requested  the  Alumni  to  wear  on  that  day  the  colors  of 
the  school,  crimson  and  gold,  and  the  result  far  exceeded 
expectations.  This  enthusiasm  was  increased  by  the 
publications  which  were  issued  by  the  Alumni.  Professor 
George  Howard  Cliff  was  invited  to  prepare  a  history  of 
the  Central  High  School,  and  this  admirable  sketch, 
which  was  printed  in  the  same  volume  with  the  addresses 
at  the  Academy  meeting,  was  given  wide  circulation. 

As  a  part  of  the  work  of  the  semi-centennial,  another 
interesting  project  was  carried  out.  By  order  of  the 
Board  of  Public  Education,  a  new  edition  of  the  general 
catalogue  was  prepared  and  edited  by  Harry  Shelmire 
Hopper.  The  catalogue  included  lists  of  all  officials, 
members  of  the  Faculty,  and  all  students  of  the  school 
during  the  first  fifty  years  of  its  existence.  The  roll 
covered  one  hundred  and  ninety  pages  and  included  over 
twelve  thousand  names.  As  a  result  of  this  historical 
work  the  school  and  i£s  Alumni  were  accorded  a  public 
respect  unique  in  the  history  of  Philadelphia.  The  ex- 
perimental stage  was  passed. 

Since  1888  the  Associated  Alumni  has  held  an  annual 


294  HISTORY    OF    THE 

reception,  which  has  become  one  of  the  eagerly  awaited 
functions  of  the  social  year.  It  has  taken  part  in  the 
struggle  for  the  new  school  buildings,  and  by  appeal  and 
agitation  it  has  aided  the  High  School  Committee  in  all 
plans  for  the  advancement  of  the  school.  It  has  collected 
records  of  the  school  and  of  the  individual  Alumni,  and 
has  striven  to  keep  the  Alumni  in  touch  with  one  another 
by  published  reports.  It  has  established  a  prize  fund, 
and  has  encouraged  graduates  to  establish  prizes  for  the 
competition  of  the  students  each  year.*  The  Alumni 
awards  at  Commencement  a  prize  to  the  first  honor,  junior 
and  senior  oratorical  prizes,  historical,  literary,  scientific, 
and  municipal  government  essay  prizes,  and  an  athletic 
scholarship  prize.  In  the  daily  life  of  the  school  the 
Associated  Alumni  has  rendered  efficient  service  in  the 
development  of  athletics.  The  Board  of  Managers  is 
represented  on  the  Athletic  Council,  and  liberal  aid  and 
helpful  suggestions  have  been  given  in  all  of  the  move- 
ments in  the  direction  of  expansion. 

Perhaps  the  most  potent  service  rendered  recently  by 
the  Associated  Alumni  is  to  be  found  in  the  watchful 
guard  that  it  has  maintained  over  the  school's  interests. 
For  several  years  there  has  been  a  Committee  on  Legis- 
lation for  the  purpose  of  aiding  in  the  furtherance  of  all 
measures  that  will  benefit  higher  public  education.  The 
Alumni  were  heartily  in  favor  of  the  expansion  of  the 
course  of  study,  and  have  urged  this  development  with 
great  enthusiasm.  When  the  city  authorities  were  con- 

*  Among  the  Alumni  who  have  offered  prizes  may  be  mentioned 
Alexander  Simpson,  Jr.,  Esq.,  Dr.  Louis  J.  Lautenbach,  Clinton 
Rogers  Woodruff,  Esq.,  and  Mr.  Charles  Bowden. 


CENTRAL    HIGH    SCHOOL  295 

sidering  the  establishment  of  paid  scholarships  in  the 
University  of  Pennsylvania,  the  Alumni  pointed  out  that 
if  the  greatest  benefit  was  to  inure  to  the  higher  schools, 
these  scholarships  must  not  be  restricted  to  any  depart- 
ment or  course,  and  this  view  ultimately  prevailed.  As 
the  Associated  Alumni  has  maintained  an  active  mem- 
bership of  about  twelve  hundred,  and  as  a  large  propor- 
tion of  these  are  among  the  most  influential  citizens  of 
Philadelphia,  its  possibilities  for  influencing  public 
opinion  are  practically  unlimited,  especially  since  its  plea 
is  for  the  better  development  of  the  city's  facilities  for 
public  higher  education. 

There  can  be  no  better  conclusion  to  the  history  of  the 
school  than  by  referring  to  the  work  of  its  students.  In 
the  early  years,  when  the  usefulness  of  a  public  high 
school  was  a  matter  of  grave  doubt,  the  conclusive  argu- 
ment was  the  work  accomplished  by  its  graduates.  On 
February  9,  1856,  on  the  floor  of  Common  Council,  Mr. 
Knorr  defended  the  High  School  by  describing  what  it 
had  accomplished.  He  had  made  inquiries  concerning 
the  first  one  hundred  of  its  graduates,  and  his  conclusion 
was,  that  in  less  than  fourteen  years  more  than  sixty  had 
distinguished  themselves  in  some  department  of  honor- 
able industry. 

"  I  find  that  two  of  them  are  large  ship-builders ;  one  of  whom, 
Charles  H.  Cramp,  modelled  the  clipper  ships  '  Morning  Light,' 
'  Manitou/  and  '  Bridgewater/  which  are  amongst  the  fastest  sailors 
that  ever  made  the  voyage  to  California.  Two  others  are  managers 
and  partners  in  the  heaviest  engine  foundry  in  the  city,  that  of 
Merrick  &  Sons.  We  find  the  son  of  a  poor  widow  of  Southwark, 
who  was  for  several  years  employed  at  Washington,  under  the 
United  States  government,  in  reducing  the  mathematical  results  of 
the  Coast  Survey,  afterwards  in  command  of  an  expedition  taking 
soundings  of  the  coast  and  rivers  near  San  Francisco.  Three  others 


296  HISTORY   OF   THE 

are  assistants  in  command  of  parties  for  the  United  States  Survey 
in  California;  one  of  them,  who  has  risen  more  rapidly  than  any 
other  young  man  in  the  service,  is  the  son  of  a  Kensington  weaver, 
and  whilst  at  school  was  obliged  to  earn  his  board  and  clothing  by 
working  at  night. 

"Another,  the  son  of  a  poor  night  watchman,  is  now  the  chief 
assayer  of  the  United  States  Mint,  at  New  York. 

"  Another,  Mr.  Conrad  Wiegand,  holds  the  same  station  in  the 
mint  at  San  Francisco,  at  a  salary  of  three  thousand  dollars  per 
annum;  his  predecessor  in  this  same  office,  Mr.  John  Heuston,  was 
also  a  graduate  of  the  High  School.  This  Mr.  Heuston  and  another 
graduate  are  making  fortunes  as  private  assayers  in  San  Fran- 
cisco. Another  is  at  the  head  of  the  largest  mercantile  house  in 
one  of  our  first  cities,  at  a  salary  of  four  thousand  dollars  per 
annum. 

"  The  entire  corps  of  phonographic  reporters  that  report  the  pro- 
ceedings of  the  United  States  Senate,  by  authority,  for  The  (Con- 
gressional Globe,  consists  of  graduates  of  the  High  School.  Two 
of  these,  Dennis  F.  Murphy  and  John  McElhone,  are  probably  the 
most  accomplished  reporters  living. 

"  Drs.  Michael  O'Hara  and  Albert  L.  Gihon  for  two  successive 
years  have  ranked  the  highest  among  the  crowd  of  physicians  from 
all  parts  of  the  Union  to  be  examined  by  a  government  commis- 
sioner for  the  post  of  assistant  surgeons  in  the  United  States  arnry. 

"  Dr.  James  Meigs,  one  of  the  younger  graduates  of  the  school, 
has  lately  contributed  a  paper  on  one  of  the  most  recondite  points 
connected  with  crystallization,  which  the  Academy  of  Natural 
Sciences  has  published  in  a  quarto  volume  of  its  transactions. 

"  Robert  R.  Morehead  fell  fighting  for  his  country  at  the  battle 
of  Monterey,  having  been  the  first  to  mount  the  walls,  whilst  another 
schoolmate,  Samuel  Godshall,  fought  at  his  side  in  the  same  breach. 

"  It  is  only  thirteen  and  a  half  years  since  the  First  Class  of  the 
High  School  graduated.  Where  is  the  school  that  can  show  among 
its  Alumni  the  same  results  in  the  same  space  of  time?" 

One  of  the  most  interesting  conclusions  suggested  by 
a  study  of  the  Alumni  is  that  the  school  has  been  truly 
a  sound  preparation  for  life.  It  has  led  to  no  one  chan- 
nel or  path.  When  the  Fourteenth  Class  held  its  seventh 
annual  reunion,  in  1856,  it  was  reported  that  four  had 


CENTRAL    HIGH    SCHOOL  297 

entered  the  ministry,  six  had  become  lawyers,  and  others 
had  become  vice-consul  at  Marseilles,  chief  coiner  of  the 
United  States  Mint,  city  surveyor  of  San  Francisco, 
editor  in  New  York,  reporter  of  the  United  States  Senate, 
gold-miner  in  California,  eta'  It  was  a  member  of  this 
class,  Charles  S.  Capp,  who  led  an  educational  agitation 
in  San  Francisco  that  resulted  in  the  establishment  of 
a  high  school  and  a  system  of  night  schools^ 

The  Twenty-sixth  Class,  graduating  July,  1855,  ^as 
been  exceedingly  faithful  in  arranging  reunions  and  in 
collecting  the  records  of  its  members.  In  1892  a  class 
history  was  published,  with  photographs  of  the  Hart 
Faculty  and  of  the  students  of  the  class,  together  with 
biographical  sketches.  Among  its  members  were  the 
following:  Capt.  John  P.  Green,  first  vice-president  of 
the  Pennsylvania  Railroad  Company;  Rev.  Dr.  Reese  F. 
Alsop,  of  Brooklyn;  Gen.  Lewis  H.  Carpenter,  U.S.A., 
and  recently  military  governor  of  Santiago ;  Col.  Robert 
L.  Orr,  Col.  James  Ashworth,  and  Capt.  John  S.  Bradford, 
U.S.A. ;  Edmund  D.  Randolph,  president  of  the  Conti- 
nental Bank  of  New  York  City;  Robert  Morris  Early, 
of  the  Merchants'  Trust  Company;  William  Ellery  C. 
Coxe,  president  of  the  Montour  Iron  and  Steel  Works.* 
A  group  of  teachers, — Joseph  W.  Wilson,  George  W. 
Corliss,  Frederick  F.  Christine,  J.  Morton  Thomas,  and 
Charles  A.  Randall;  of  lawyers, — Henry  A.  Converse, 
Esq.,  Clifford  P.  MacCalla,  Esq.,  and  Frank  Wolfe,  Esq. ; 


*  Mr.  Coxe  has  recorded  that  his  first  position  was  obtained 
through  answering  an  advertisement — "  Wanted  a  young  man  to 
learn  the  iron  manufacturing  business, — graduate  of  the  High  School 
preferred." 


298  HISTORY    OF   THE 

of  business-men, — William  W.  Justice,  William  Wood, 
Joseph  P.  Mumford,  and  George  M.  Sayre ;  Rev.  Edward 
P.  Capp,  one  of  the  early  missionaries  to  China,  and 
James  J.  Murphy,  reporter  of  the  United  States  Senate. 
Surely,  any  college  of  the  land  might  well  be  proud  of  a 
band  who  have  wrought  so  faithfully  and  well. 

The  Thirty- fourth  Class,  graduating  in  1859,  has  been 
exceedingly  fortunate  in  its  historians, — Mr.  Charles  V. 
MacManus  and  Dr.  I.  Gilbert  Young.  While  the  records 
of  individuals  will  be  included  in  the  general  lists  that 
follow,  a  summary  of  the  careers  of  the  members  of. 
this  class  is  of  great  interest.  Of  the  one  hundred  and 
twenty-four  who  composed  the  entire  class,  twenty-four 
served  in  the  Civil  War,  of  whom  eleven  attained  rank 
as  commissioned  officers.  Six  studied  law,  of  whom  two 
are  now  judges  in  the  courts  of  Philadelphia.  Six  became 
teachers,  including  two  college  presidents  and  one  dis- 
tinguished executive  of  a  great  university  (Lehigh). 
Five  became  physicians,  and  five  journalists.  There  were 
twenty-four  merchants  and  manufacturers,  eighteen 
clerks  and  bookkeepers,  ten  salesmen,  two  farmers,  and 
two  machinists. 

Among  the  former  students  of  the  school  who  have  be- 
come prominent  in  public  life  may  be  mentioned  the  fol- 
lowing:* Hon.  Charles  F.  Manderson  (25),  Senator 
from  Nebraska;  Hon.  Robert  E.  Pattison  (55),  twice 
governor  of  Pennsylvania;  Hon.  Leon  Abbett  (23), 

*  In  the  lists  which  follow  brief  selections  only  have  been  made 
from  the  matriculate  catalogue  of  the  school.  Some  of  those  whose 
names  are  given  did  not  complete  the  full  four  years'  course.  In 
each  case  the  number  of  the  class  is  given  in  parenthesis.  In 
speaking  of  official  positions,  the  present  tense  has  been  employed. 


CENTRAL    HIGH    SCHOOL  299 

governor  of  New  Jersey  and  State  Supreme  Court  jus- 
tice; Hon.  El  wood  Evans  (6),  lieutenant-governor  of 
Washington  and  judge;  Henry  George  (29),  the  father 
of  the  "  Single  Tax;"  Dominick  I.  Murphy  (46),  United 
States  Commissioner  of  Pensions;  Hon.  Samuel  S. 
Fisher  (18),  United  States  Commissioner  of  Patents; 
Hon.  James  T.  Mitchell  (19),  justice  Supreme  Court 
of  Pennsylvania;  Hon.  Edward  Patterson  (27),  justice 
Supreme  Court  of  New  York;  Hon.  Lewis  C.  Cassidy 
(10),  attorney-general  of  Pennsylvania;  Hon.  Ignatius 
Donnelly  (13),  member  of  Congress  and  Populist  candi- 
date for  the  Vice-Presidency  in  1900;  Hon.  James  Ran- 
kin  Young  (48)  and  Hon.  John  V.  Creely  (31 ),  members 
of  the  United  States  House  of  Representatives;  Hon. 
George  W.  Caruth  (34),  United  States  minister  to 
Portugal;  Gen.  James  W.  Latta  (28),  secretary  of 
internal  affairs  of  Pennsylvania;  Cyrus  Newlin,  Esq. 
(25),  United  States  district  attorney  for  West  Virginia; 
Walter  McMichael,  Esq.  (72),  assistant  attorney-general 
of  the  United  States;  Dr.  Roland  P.  Falkner  (80),  chief 
of  Bureau  of  Documents,  Congressional  Library;  Dr. 
Leo  S.  Rowe  (88),  member  of  the  commission  to  revise 
the  laws  of  Puerto  Rico,  etc. 

In  the  municipal  life  of  Philadelphia,  High  School 
Alumni  have  been  found  in  almost  every  civic  depart- 
ment: Gen.  Robert  P.  Dechert  (37),  controller;  John 
J.  Ridgway,  Jr.  (40),  and  Wencel  Hartman  (38), 
sheriffs;  Walter  E.  Rex  (44)  and  Jacob  Singer  (69), 
registers  of  wills;  Henry  S.  Hagert  (4)  and  P.  Fred- 
erick Rothermel,  Jr.  (49),  district  attorneys;  Hon.  James 
Lynd  (5),  Hon.  James  Gay  Gordon  (61),  Hon.  Michael 
Arnold  (33),  Hon.  Abraham,  M.  Beitler  (56),  Hon. 


300  HISTORY    OF   THE 

Henry  J.  McCarthy  (41),  Hon.  Mayer  Sulzberger  (34), 
Hon.  J.  Willis  Martin  (64),  Hon.  Theodore  F.  Jenkins 
(49),  judges  of  the  Courts  of  Common  Pleas  of  Phila- 
delphia County;  Hon.  William  B.  Hanna  (22),  Hon. 
William  N.  Ashman  (15),  Hon.  Joseph  C.  Ferguson 
(34),  judges  of  the  Orphans'  Court;  Henry  R.  Ed- 
munds (32),  United  States  commissioner;  William  Nel- 
son West  (29)  and  Henry  T.  King  (13),  city  solicitors; 
William  J.  Roney  (36),  receiver  of  taxes;  James  L.  Miles 
(46),  president  of  Select  Council;  Henry  Huhn  (13)  and 
William  M.  Smith  (14),  presidents  of  Common  Council; 
John  P.  J.  Sensenderfer  (50),  county  commissioner; 
John  Overn  (13),  chief  of  Bureau  of  Boiler  Inspection; 
David  W.  Sellers  (15),  president  of  Park  Commission; 
William  R.  Tucker  (43),  master  warden  of  the  port; 
Joel  Cook  (33),  president  of  Board  of  Port  Wardens; 
Joseph  L.  Caven  (21)  and  William  H.  Lambert  (35), 
of  the  Board  of  City  Trusts;  Charles  S.  Greene  (9), 
prothonotary  of  the  Supreme  Court  of  Pennsylvania; 
Charles  S.  Lincoln  (5),  clerk  of  the  United  States  Dis- 
trict Court,  etc. 

In  the  Board  of  Public  Education  a  large  portion  of 
the  work  has  devolved  upon  High  School  Alumni.  To- 
day about  one-third  of  the  members  of  the  Board  are 
Alumni,  including  the  president  and  vice-president,  and 
in  the  executive  force  mention  may  be  made  of  Henry 
W.  Halliwell  (20)  and  Andrew  F.  Hammond  (50), 
secretaries,  and  William  Dick  (68),  assistant  secretary. 

Among  the  literary  workers  of  the  Alumni  there  are 
Frank  R.  Stockton  (19),  the  famous  novelist;  John  A. 
Dorgan  (13),  poet;  George  Alfred  Townsend,  "  Gath" 
(35),  journalist,  poet,  and  novelist;  Rev.  Dr.  William 


CENTRAL    HIGH    SCHOOL  301 

Elliott  Griffis  (41),  missionary  and  historian;  Joel  Cook 
(33)  and  Dr.  Bushrod  W.  James  (29),  authors  of  books 
of  travel;  Charles  Leonard  Moore  (58)  and  Felix  N. 
Gerson  (77),  poets;  Professor  Albert  H.  Smyth  (78), 
Jacob  Sulzberger  (37),  and  Patterson  DuBois  (47),  well 
known  as  essayists  in  the  literary  field ;  Dr.  Albert  Elmer 
Hancock  (87),  author  of  fiction;  Dr.  Theodore  W.  Koch 
(90),  the  Dante  scholar;  Dr.  William  J.  Campbell  (49) 
and  James  G.  Barnwell  (16),  book-collectors,  etc. 

In  artistic  work  honors  have  been  fairly  earned  by  the 
following:  William  Sartain  (38),  president  of  the  New 
York  Art  Club;  Dewey  Bates  (55),  whose  London 
studio  caused  him  to  be  even  better  known  abroad  than 
at  home;  James  B.  Sword  (32) ;  William  T.  Richards 
(15),  marine  and  landscape  artist ;  Thomas  Eakins  ( 38 ) , 
whose  exhibit  at  the  Buffalo  Pan-American  Exposition 
was  honored  with  a  gold-medal  award;  Albert  Rosen- 
thai  (75),  engraver;  William  C.  Bispham  (75),  animal- 
painter;  Louis  M.  (84)  and  William  J.  Glackens  (90), 
art  illustrators;  John  W.  Louderbach  (9),  Frank  M. 
Howarth  (77),  and  Augustus  Koopman  (86),  engravers 
and  illustrators,  etc. 

In  the  musical  world  mention  may  be  made  of  Septimus 
W.  Winner  (10),  author  of  "Listen  to  the  Mocking- 
Bird"  and  "  What  is  Home  Without  a  Mother?"  Charles 
H.  Jarvis  (23),  and  J.  Spencer  Brock  (80). 

In  scientific  work  the  school  has  sent  forth  men  who 
have  become  eminent  in  every  department  of  human 
knowledge,  including  Dr.  Charles  M.  Cresson  ( i )  ;  Pro- 
fessor Edwin  J.  Houston  (43) ;  Elihu  Thomson  (55)  ; 
Professor  J.  Morgan  Hart  (29),  Professor  John  B.  Webb 
(33),  and  Professor  Victor  F.  Wilson  (80),  all  of  the 


302  HISTORY    OF   THE 

faculty  of  Cornell  University ;  Professor  Henry  D.  Hub- 
bard  (88)  and  Professor  Charles  N.  Zeublin  (82),  of 
the  University  of  Chicago;  Professor  Albert  R.  Leeds 
(36)  and  Professor  Charles  F.  Kroeh  (44),  of  Stevens 
Institute;  President  Thomas  M.  Drown  (35),  Professor 
Joseph  W.  Richards  (78),  Professor  John  L.  Stewart 
(86),  and  George  E.  Wendle  (84),  of  Lehigh  Univer- 
sity; Dr.  Cyrus  Adler  (72),  of  the  Smithsonian  Insti- 
tution, Washington,  D.  C. ;  Professor  Max  Sommer- 
ville  (14),  Dr.  Andrew  J.  Parker  (61),  Dr.  John  W. 
Harshberger  (90),  Dr.  Leo  S.  Rowe  (88),  and  Dr. 
James  T.  Young  (96),  of  the  University  of  Pennsyl- 
vania; Professor  Robert  W.  Rodgers  (78),  of  Drew 
Theological  Seminary;  Professor  Charles  E.  Hart  (25), 
of  Rutgers  College;  Dr.  B.  Howard  Rand  (2),  Dr. 
Henry  Leffmann  (46),  Dr.  William  H.  Greene  (56), 
and  Dr.  William  B.  Beam  (71),  of  Algiers,  specialists 
in  chemistry ;  in  the  government  service, — George  David- 
son (6),  James  S.  Lawson  (6),  Alexander  M.  Harrisson 
(9),  Washington  I.  Vinal  (44),  and  Dr.  Albert  C.  Peale 
(52),  of  the  United  States  Coast  and  Geodetic  Survey; 
Andrew  Mason  (6),  superintendent  of  Assay  Office,  New 
York;  John  Heuston  (5),  who  established  the  United 
States  Mint  at  San  Francisco;  Pedro  G.  Salom  (62); 
Dr.  William  F.  Schmoele  (43),  now  of  Belgium,  in- 
ventor of  an  electric  organ;  Edwin  W.  Rice  (76),  second 
vice-president  of  the  General  Electric  Company;  John 
L.  Ogden  (41),  chief  of  the  Bureau  of  Water,  Philadel- 
phia; Eugene  A.  Smith  (37),  State  geologist  of  Ala- 
bama; Dr.  William  H.  Wahl  (44),  secretary  of  the 
Franklin  Institute;  Dr.  Edward  J.  Nolen  (43),  secre- 
tary of  the  Academy  of  Natural  Sciences;  Professor 


CENTRAL    HIGH    SCHOOL  303 

Joseph  P.  Remington  (44),  dean  of  the  Philadelphia 
College  of  Pharmacy;  Professor  Alfred  N.  Seal  (86),  of 
Girard  College,  etc. 

Among  the  Alumni  in  the  professions  there  may  be 
mentioned  the  following  clergymen :  Rev.  Dr.  Reese  F. 
Alsop  (26),  now  of  Brooklyn;  Rev.  Dr.  Robert  C.  Mat- 
lack  (13),  secretary  of  the  Protestant  Episcopal  Evan- 
gelical Education  Society ;  Rev.  Dr.  Herman  L.  Duhring 
(33),  superintendent  of  the  Protestant  Episcopal  City 
Mission;  Rev.  Dr.  Chester  D.  Hartranft  (27),  president 
of  the  Theological  Seminary,  Hartford,  Connecticut; 
Rev.  Dr.  William  Dayton  Roberts  (56),  of  Williams- 
port;  Rev.  Dr.  John  E.  Cookman  (24)  ;  Rev.  Dr.  Igna- 
tius Horstman  (31),  bishop  of  Cleveland;  Rev.  Dr. 
Henry  P.  Hay  (30) ;  Rev.  Dr.  Robert  M.  Luther  (34)  ; 
Rev.  Snyder  B.  Simes  (35);  Rev.  Edwin  C.  Griffiths 
(36)  ;  Rev.  John  K.  Murphy  (6) ;  Rev.  Charles  C.  Bit- 
ting (14);  Rev.  George  A.  Latimer  (8);  Rev.  Dr. 
Samuel  Laird  (18);  Rev.  John  A.  Goodfellow  (45); 
Rev.  Joseph  L.  Miller  (45)  ;  Rev.  Richard  Montgomery 
(64);  Rev.  William  Howard  Falkner  (77),  of  Balti- 
more; Rev.  George  H.  Bickley  (82),  etc. 

In  the  medical  world  many  Alumni  have  attained  hon- 
orable distinction,  among  whom  are  the  following:  Dr. 
W.  W.  Keen  (21),  F.R.C.S.  (London),  president  of  the 
American  Medical  Association ;  Dr.  S.  B.  Wylie  Mitchell 
(14),  Dr.  Harrison  Allen  (33),  and  Dr.  Charles  K.  Mills 
(44),  of  the  faculty  of  the  University  of  Pennsylvania; 
Dr.  Thomas  J.  Turner  (n),  Dr.  Albert  C.  Gorgas  (19), 
and  Dr.  Albert  L.  Gihon  (12),  who  were  medical  direc- 
tors in  the  United  States  army  and  navy;  Dr.  Daniel 
S.  Lamb  (34),  professor  at  Howard  University  and  chief 


304  HISTORY    OF    THE 

of  the  United  States  Medical  Museum;  Dr.  J.  Bernard 
Brinton  (23),  medical  purveyor,  Army  of  Potomac;  Dr. 
Francis  X.  Dercum  (62)  and  Dr.  J.  Aitken  Meigs  (n), 
of  Jefferson  Medical  College;  Dr.  E.  A.  Farrington  (47), 
Dr.  Herbert  L.  Northrop  (85),  and  Dr.  William  Budd 
Trites  (49),  of  the  Hahnemann  Medical  College;  Dr. 
Henry  Gerhart  (4),  of  the  State  Dental  Board;  Dr.  Wil- 
liam B.  Atkinson  (18),  of  the  State  Board  of  Health; 
Dr.  Bushrod  W.  James  (29)  ;  Dr.  S.  Solis  Cohen  (60) ; 
Dr.  Louis  J.  Lautenbach  (71);  Dr.  Charles  S.  Turn- 
bull  (32),;  Dr.  Michael  O'Hara  (12),  medical  director 
of  St.  Agnes's  Hospital;  Dr.  George  H.  Horn  (30),  sec- 
retary of  the  American  Philosophical  Society ;  Dr.  Philip 
Leidy  (33)  ;  Dr.  W.  A.  N.  Dorland  (78)  ;  Dr.  J.  Solis 
Cohen  (23)  ;  Dr.  T.  Hollings worth  Andrews  (42) ;  Dr. 
G.  Oram  Ring  (75);  Dr.  Joseph  P.  Leidy,  Jr.  (82); 
Dr.  Richard  J.  Dunglison  (17)  ;  Dr.  George  H.  Napheys 
(36)  ;  Dr.  Charles  A.  Oliver  (61) ;  Dr.  Jay  F.  Scham- 
berg  (92),  of  the  Philadelphia  Polyclinic;  Dr.  William 
J.  Potter  (61)  ;  Dr.  Dudley  T.  Cooke  (77)  ;  Dr.  Howard 
S.  Anders  (83)  ;  Dr.  Alexander  W.  Ransley  (58),  etc. 

Among  those  whose  work  has  been  in  educational 
fields  may  be  mentioned:  Dr.  Thomas  M.  Drown  (34), 
president  of  Lehigh  University;  Rev.  Jeremiah  P.  J. 
O'Connor  (34),  president  of  Boston  College;  John  Ed- 
gar (36),  president  of  Wilson  College;  James  L.  Hays 
(17),  president  of  the  New  Jersey  State  Board  of  Edu- 
cation; Thomas  E.  Cahill  (4),  founder  of  the  Roman 
Catholic  High  School  of  Philadelphia;  and  Rev.  Dr. 
Robert  M.  Luther  (34),  president  of  Pegu  High  and 
Normal  School  (Burmah).  A  group  of  principals  of  the 
higher  schools  of  Philadelphia, — George  Inman  Riche 


CENTRAL    HIGH    SCHOOL  305 

(19),  George  Howard  Cliff  (72),  J.  Monroe  Willard 
(52),  William  L.  Sayre  (31),  Andrew  J.  Morrison  (41), 
and  William  D.  Rorer  (80).  A  large  group  of  the  prin- 
cipals and  supervisors  of  the  elementary  schools  of  Phila- 
delphia, including  Edward  Gideon  (12),  Dr.  Edgar  A. 
Singer  (33),  Dr.  Andrew  MacFarlane  (32),  Dr.  Wil- 
liam H.  Samuel  (42),  Dr.  Thomas  G.  Gentry  (42),  J. 
Fletcher  Sickel  (23),  Henry  C.  Payne  (46),  William  J. 
Caskey  (54),  Charles  S.  Boyer  (64),  William  H.  Sowden 
(74),  Alfred  V.  Sayre  (78),  William  H.  Arnhold  (80), 
Dr.  Oliver  P.  Cornman  (81),  Franklin  F.  Cartledge 
(87),  William  H.  McLaughlin  (89),  Charles  A.  Coulomb 
(91),  Robert  C.  String  (92),  Dr.  Oscar  Gerson  (95), 
Guy  Gundaker  (96),  Abel  J.  Evans  (96),  George  V.  Z. 
Long  (98),  Theodore  L.  MacDowell  (98),  Edwin  Y. 
Montanye  (98),  John  Christopher  (98),  Henry  J. 
Gideon  (98),  Samuel  L.  Chew  (98),  Llewellyn  Laws 
(98),  Edward  Schwinn  (99),  etc.;  also  Thomas  May 
Peirce  (23),  founder  and  principal  of  a  business  college; 
Lewis  J.  Weichmann  (36),  of  the  Anderson  Business 
School,  Indiana,  etc. 

In  Appendix  F  there  is  given  a  complete  list  of  the 
Alumni  who  have  served  in  the  army  and  navy,  of  whom 
a  few  names  may  be  mentioned  here:  Brig.-Gen.  Gus- 
tavus  W.  Town  (29),  killed  at  Chancellorsville ;  Brig.- 
Gen.  Lewis  H.  Pelouze  (13),  assistant  adjutant-general, 
U.S.A.;  Brig.-Gen.  George  W.  Mindil  (34)  ;  Brig.-Gen. 
Lewis  H.  Carpenter  (26)  ;  Gen.  Frederick  F.  Cavada 
(15),  the  "  Fire  King"  of  the  Cuban  rebellion;  Gen. 
James  C.  Lynch  (27)  ;  Col.  Joseph  C.  Audenried  (34), 
of  whom  Gen.  Sherman  once  said  that  he  was  the  most 
unselfish  man  in  the  line  of  duty  in  the  whole  army ;  Col. 


20 


3o6  HISTORY    OF    THE 

Wallace  F.  Randolph  (34),  chief  of  the  Bureau  of 
Artillery,  U.S.A.;  Col.  William  J.  Volkmar  (46),  as- 
sistant adjutant-general,  U.S.A.;  Col.  Silas  Crispin 
(n);  Col.  Frank  M.  Coxe  (34);  Col.  Oliver  B. 
Knowles  (34)  ;  Col.  Robert  P.  Dechert  (37) ;  Col.  Rob- 
ert L.  Orr  (25),  who  was  awarded  a  Congressional  medal 
for  gallantry  at  the  storming  of  Petersburg;  Captain 
James  M.  Forsyth  (35),  of  the  battleship  "Indiana;" 
Lieut.  Francis  J.  Haeseler  (71),  who  served  on  the 
"  Texas"  during  the  Spanish  War ;  Lieut.  James  G. 
Doyle  (76),  flag-lieutenant  of  the  "  Brooklyn"  during 
the  battle  of  Santiago,  etc. 

No  profession  has  appealed  to  more  of  the  Alumni 
than  the  law,  and  in  none  has  greater  distinction  been 
achieved.  From  the  list  of  several  hundred  names  the 
following  may  be  given:  John  G.  Johnson  (30) ;  George 
Harding  (i);  Professor  William  Trickett  (30),  dean 
of  the  School  of  Law  of  Dickinson  College ;  James  Brown 
Scott  (84),  dean  of  the  College  of  Law  of  the  University 
of  Illinois;  Henry  E.  Busch  (9)  ;  George  L.  Crawford 
(13)  ;  David  W.  Sellers  (15) ;  Alexander  P.  Colesberry 
(21)  ;  G.  Harry  Davis  (31)  ;  Henry  R.  Edmunds  (32)  ; 
Joseph  R.  Rhoads  (32) ;  Samuel  B.  Huey  (33) ;  E. 
Cooper  Shapley  (33)  ;  Robert  H.  Hinckley  (34)  ;  Alfred 
C.  Ferris  (35);  Thomas  E.  Merchant  (38),  assistant 
city  solicitor;  Byerly  Hart  (38);  Joseph  Mason  (40); 
Francis  F.  Brightly  (41);  John  H.  Campbell  (43); 
Stanislaus  Remak  (43)  ;  Lewis  Wain  Smith  (44) ;  Wil- 
liam H.  Staake  (45)  ;  Andrew  J.  Maloney  (45)  ;  Isaac 
L.  Rice  (47)  ;  John  B.  Colahan,  Jr.  (48) ;  S.  Edwin 
Megargee  (48)  ;  John  K.  McCarthy  (49)  ;  A.  T.  Freed- 
ley  (51);  Samuel  E.  Cavin  (53),  solicitor  for  the 


CENTRAL   HIGH    SCHOOL  307 

Guardians  of  the  Poor;  Frank  P.  Pritchard  (55)  ;  Edwin 
F.  Glenn  (55)  ;  James  Alcorn  (56),  assistant  city  solici- 
tor; Louis  Bregy  (56) ;  W.  Wilkins  Carr  (56)  ;  Alex- 
ander Simpson,  Jr.  (57) ;  Pierce  Butler  (57)  ;  Robert 
N.  Simpers  (58);  Robert  W.  Finletter  (59);  Peter 
Boyd  (60)  ;  Otto  Wolff  (61) ;  Luther  E.  Hewitt  (62)  ; 
William  Raimond  Baird  (63) ;  Emanuel  Furth  (63)  ; 
Frederick  A.  Sobernheimer  (64) ;  John  Sparhawk,  Jr. 
(64)  ;  Robert  S.  Clymer  (64),  Common  Pleas  judge  in 
New  Jersey;  Albert  B.  Weimer  (65)  ;  Harry  Shelmire 
Hopper  (66);  Henry  J.  Scott  (66),  assistant  district 
attorney;  Franklin  L.  Lyle  (67) ;  Joseph  W.  Catherine 
(68),  assistant  city  solicitor;  Isaac  N.  Solis  (68);  H. 
S.  P.  Nichols  (69) ;  Edward  G.  Taulane  (69)  ;  Walton 
Penniwell  (71) ;  Frederick  L.  Breitinger  (71)  ;  Ormond 
Rambo  (71) ;  Charles  Biddle  (72)  ;  John  F.  Lewis  (73)  ; 
Henry  V.  Massey  (73)  ;  Adolph  Eicholz  (74)  ;  E.  Clin- 
ton Rhoads  (75)  ;  John  C.  Bell  (75)  ;  W.  Wilson  Car- 
lile  (79)  ;  Horace  M.  Rumsey  (86)  ;  Clinton  Rogers 
Woodruff  (86);  Oscar  Leser  (88),  tax  judge,  Balti- 
more; John  A.  McCarthy  (91);  John  M.  Monaghan 
(91);  John  McClintock,  Jr.  (96);  Alfred  L.  Wana- 
maker  (97) ;  George  I.  Merrill  (99),  etc.  Additional 
names  will  be  found  in  the  lists  of  public  officials  given 
above. 

In  railroad  affairs  High  School  men  will  be  found  in 
every  grade  of  work, — John  P.  Green  (26)  and  Edmund 
Smith  (n),  vice-presidents  of  the  Pennsylvania  Rail- 
road Company;  John  R.  Fanshawe  (35),  secretary  of 
the  Lehigh  Valley  Railroad  Company ;  Joseph  S.  Harris 
(24),  president  of  the  Philadelphia  and  Reading  Railway 
Company.  In  the  Pennsylvania  Railroad,  Robert  W. 


308  HISTORY    OF   THE 

Downing  (22),  controller,  and  William  H.  Brown  (25), 
chief  engineer;  Stephen  W.  White  (32),  secretary  of  the 
Northern  Central  Railroad  Company;  George  W. 
Creighton  (64)  and  Charles  S.  Crowell  (71).  Clinton 
G.  Hancock  (44),  general  passenger  agent  of  the  Phila- 
delphia and  Reading  Railway  Company ;  David  W.  Dick- 
son  (24),  president  of  the  Philadelphia  Traction  Com- 
pany ;  James  G.  McCollin  ( i ) ,  secretary  of  the  Mine  Hill 
Railroad  Company ;  William  Taylor  ( i ) ,  treasurer  of  the 
West  Jersey  Railroad  Company;  Henry  W.  Dunne  (65), 
superintendent  of  the  New  York,  Philadelphia,  and  Nor- 
folk Railroad  Company;  John  M.  Winslow  (61),  of  the 
Mexican  National  Railway  Company ;  William  F.  Colton 
(34)  and  James  D.  Moffett  (66),  of  the  Rio  Grande  and 
Western  Railroad  Company,  etc. 

Among  financiers,  mention  may  be  made  of  Charles  H. 
Banes  (12),  president  of  the  Market  Street  National 
Bank;  Hugh  W*  Catherwood  (16)  and  John  Torrey 
(i),  vice-presidents  of  the  Corn  Exchange  Bank;  Wil- 
liam D.  Gardner  (4),  president  of  the  Sixth  National 
Bank;  Joseph  L.  Caven  (21),  Frank  K.  Hippie  (28), 
Joseph  R.  Rhoads  (32),  A.  A.  Stull  (46),  William  R. 
Nicholson  (56),  James  Aylward  Develin  (72),  all  presi- 
dents of  prominent  trust  companies;  E.  W.  Clark  (2), 
Joseph  W.  Drexel  (13),  Robert  Glendenning  (29),  and 
George  L  Bodine  (42),  bankers  of  Philadelphia;  Rich- 
ard Y.  Cook  (39),  John  Jay  Gilroy  (48),  and  Harry 
J.  Delaney  (54),  officers  of  the  Guarantee  Trust  and 
Safe  Deposit  Company;  E.  A.  Landell  (13),  president 
of  the  Kensington  Bank;  Cornelius  Weygandt  (12), 
president  of  the  Western  Bank;  Frank  C.  Moore  (40), 
president  of  the  Continental  Insurance  Company,  of  New 


CENTRAL    HIGH    SCHOOL  309 

York;  George  S.  Philler  (19),  president  of  the  First 
National  Bank;  Dr.  John  Rommel,  Jr.  (13);  Samuel 
G.  Dennison  (16);  Simon  A.  Stern  (29);  Charles  V. 
MacManus  (34)  ;  William  F.  North  (42) ;  Richard  L. 
Austin  (70)  ;  Francis  J.  Crilly  (25)  ;  Jesse  J.  Barker 
(55);  William  L.  DuBois  (40);  Jarvis  Mason  (2); 
Conrad  B.  Day  (14) ;  Joseph  A.  Sinn  (58)  ;  Theodore 
Kitchen  (24)  ;  Richardson  L.  Wright,  jr.  (45)  ;  John 
F.  McMenamin  (48) ;  Jesse  G.  Hammer  (36)  ;  Charles 
H.  Biles  (35)  ;  Dr.  John  H.  W.  Chestnut  (50)  ;  William 
K.  Kling  (78),  etc. 

In  the  active  business  life  of  the  community  High- 
School  men  have  borne  a  leading  part.  Nine  of  the 
Cramps  have  been  former  students  of  the  High  School, 
including  Charles  H.  (6),  William  M.  (14),  Samuel  B. 
(15),  Jacob  C.  (23),  Theodore  (29),  Edwin  S.  (58), 
Howard  C.  (76),  Theodore  C.  (76),  and  Walter  S.  (83). 
Of  the  firm  of  the  Baldwin  Locomotive  Works,  William 
P.  Henszey  (16),  William  C.  Stroud  (33),  William  L. 
Austin  (55),  and  Alba  B.  Johnson  (66)  are  Alumni  of 
the  High  School,  and  another  partner,  George  Burnham, 
was  admitted  to  the  school,  although  he  did  not  attend 
its  sessions. 

Among  other  Alumni  in  business  life  may  be  men- 
tioned Thomas  Dolan  (16),  Clement  A.  Griscom  (32), 
P.  A.  B.  Widener  (20),  Charles  T.  Yerkes  (27),  Charles 
F.  Gummey  (18),  Oliver  Landreth  (12),  Alfred  H.  Love 
(12),  William  B.  MacKellar  (42),  Joseph  L.  Adamson 
(4),  J.  Arthur  Adamson  (67),  John  Story  Jenks  (27), 
Edme  H.  D.  Fraley  (27),  Col.  Joseph  D.  Potts  (ii), 
Edward  P.  Hippie  (33),  John  R.  and  James  S.  Whitney 
(n),  Clement  R.  Wainwright  (21),  E.  Dunbar  Lock- 


310  HISTORY    OF    THE 

wood  (25),  Clarence  S.  Bement  (36),  A.  Graham  Elliot 
(32),  George  Eldredge  (29),  Samuel  T.  Fox  (33),  Wil- 
liam J.  Pollock  (16),  Thomas  Shallcross  (33),  William 
Mclntyre  (37),  J.  Bell  Austin  (41),  Emil  P.  Albrecht 
(75),  Benjamin  F.  Teller  (57),  James  Butterworth  (34), 
Conrad  F.  Clothier  (9),  Harry  F.  West  (20),  Maj.  Wil- 
liam H.  Lambert  (35),  William  M.  Abbey  (i),  John 
H.  Dialogue  (5),  B.  F.  Dewees  (5),  Lewis  H.  Redner 
(13),  William  F.  Read  (16),  Henry  Cochran  (16), 
Thomas  Bromley  (24),  J.  Edward  Addicks  (33),  Meyer 
Goldsmith  (33),  Daniel  W.  Grafly  (34),  Alexander  P. 
Brown  (35),  Capt.  Frederick  Schober  (37),  David  W. 
Hunt  (40),  Robert  Dornan  (40),  Harry  C.  Francis 
(40),  Theodore  Justice  (41),  Albert  H.  Dingee  (44), 
George  D.  Melloy  (44),  Alfred  C.  Gibson  (48),  Albert 
H.  Disston  (49),  Isidor  Levin  (49),  John  J.  Foulkrod 
(50),  Clayton  F.  Shoemaker  (50),  Langdon  C.  Steward- 
son  (54),  Edward  G.  Ashbrook  (55),  George  H.  Bu- 
chanan (55),  Craig  N.  Ligget  (55),  George  J.  Garde 
(56),  William  W.  Foulke  (60),  William  T.  Tilden 
(63),  Benjamin  F.  Banes  (64),  Charles  H.  Elliott  (65), 
George  E.  Kirkpatrick  (66),  George  D.  Gideon  (67), 
Adolph  Woll  (67),  Stanley  G.  Flagg,  Jr.  (71),  Irwin 
N.  Megargee  (71),  A.  Lincoln  Acker  (79),  etc. 

These  names,  which  might  be  supplemented  with  others 
of  equal  distinction,  are  the  best  exposition  of  the  char- 
acter of  the  training  given  at  the  Central  High  School  and 
furnish  the  most  satisfactory  justification  for  the  system 
of  public  education  which  has  yielded  so  bountiful  re- 
sults. 

Such  is  the  record  of  a  great  American  public  school ! 


CENTRAL    HIGH    SCHOOL  311 

NOTE. — The  officers  of  the  Associated  Alumni  since  incorporation 
in  1873  have  been  as  follows: 


Presidents. 

Edme  H.  D.  Fraley,  A.M.,  Twenty-seventh  Class,  incorporation  to 
December  16,  1886. 

John  F.  Lewis,  A.M.,  Seventy- third  Class  (pro  tempore),  Decem- 
ber 16,  1886,  to  February  9,  1887. 

Hon.  Robert  E.  Pattison,  A.M.,  LL.D.,  Fifty-fifth  Class,  February 
9,  1887,  to  February  15,  1900. 

John  R.  Fanshawe,  A.M.,  Thirty-fifth  Class,  from  February  15, 
1900. 

V  ice-Presidents. 

Daniel  W.  Howard,  A.M.,  Thirteenth  Class,  incorporation  to  Feb- 
ruary 9,  1887. 

George  Stuart,  A.M.,  Ph.D.,  Twentieth  Class,  incorporation  to 
February  9,  1887. 

Hon.  James  Gay  Gordon,  A.M.,  Sixtieth  Class,  February  9,  1887, 
to  February  15,  1888. 

John  F.  Lewis,  A.M.,  Seventy-third  Class,  February  9,  1887,  to 
December  5,  1899. 

John  R.  Fanshawe,  A.M.,  Thirty-fifth  Class,  February  15,  1888,  to 
February  15,  1900. 

William  H.  Staake,  A.M.,  LL.B.,  Forty-fifth  Class,  from  Febru- 
ary 15,  1900. 

Jacob  Singer,  A.B.,  LL.B.,  Sixty-ninth  Class,  from  February  15, 
1900. 

Treasurers. 

Lewis  L.  Houpt,  A.M.,  Third  Class. 

John  Story  Jenks,  A.M.,  Twenty-seventh  Class. 

George  B.  Hawkes,  A.M.,  LL.B.,  Eighty-fifth  Class,  December  16, 
1886,  to  February  9,  1887. 

William  Jenks  Fell,  A.M.,  Twenty-ninth  Class,  February  9,  1887, 
to  June  21,  1888. 

Charles  Biddle,  A.M.,  Seventy-second  Class,  June  21,  1888,  to 
February  15,  1900. 

George  E.  Kirkpatrick,  A.M.,  Sixty-sixth  Class,  from  February 
15,  1900. 


312    HISTORY  OF  CENTRAL  HIGH  SCHOOL 

Recording  Secretaries. 

Rev.  Henry  P.  Hay,  A.M.,  D.D.,  LL.D.,  Thirtieth  Class. 
William  H.  Peterman,  A.M.,  Sixty-first  Class. 
George  B.   Hawkes,   A.M.,  LL.B.,   Eighty-fifth   Class,  from  De- 
cember 1 6,  1886. 

Corresponding  Secretaries. 

James  A.  Kirkpatrick,  A.M.,  First  Class,  incorporation  to  June  3, 
1886. 

John  C.  Bell,  A.M.,  LL.B.,  Seventy-fifth  Class,  February  9,  1887, 
to  February  15,  1888. 

George  J.  Brennan,  A.B.,  Seventy-ninth  Class,  February  15,  1888, 
to  February  n,  1891. 

William  John  Long,  A.M.,  Ninety-fifth  Class,  from  February  n, 
1891. 

Assistant  Secretary. 

Henry  R.  Johnson,  Ninety-first  Class,  February  13,  1889,  to  Feb- 
ruary n,  1891. 

Masters  of  Archives. 

John  J.  Weaver,  A.M.,  Thirty-fifth  Class,  incorporation  to  Feb- 
ruary 9,  1887. 

John  R.  Fanshawe,  A.M.,  Thirty-fifth  Class,  February  9,  1887,  to 
February  15,  1888. 

Frederick  Schober,  A.M.,  Thirty-seventh  Class,  February  15,  1888, 
to  February  9,  1889. 

Daniel  W.  Howard,  A.M.,  Thirteenth  Class,  February  13,  1889, 
to  October  3,  1899. 

Franklin  Spencer  Edmonds,  A.M.,  Ph.B.,  Ninety-sixth  Class, 
from  October  3,  1899. 

Librarian. 

Edwin  J.  Houston,  A.M.,  Ph.D.,  Forty-third  Class,  from  June  25, 
1890. 

Historian. 

Harry  Shelmire  Hopper,  A.M.,  LL.B.,  Sixty-sixth  Class,  from 
February  15,  1893. 


APPENDIX  A 


LIST  OF  OFFICERS  OF  THE  BOARD  OF  PUBLIC  EDU- 
CATION AND  MEMBERS  OF  THE  HIGH  SCHOOL 
COMMITTEE. 

PRESIDENTS  OF  THE  BOARD  OF  PUBLIC  EDUCATION  SINCE  ESTABLISHMENT 
OF  THE  CENTRAL   HIGH   SCHOOL. 

Thomas   Dunlap 1836-1840. 

George  M.  Wharton 1840-1841. 

Henry  Leech 1841-1844. 

John  Robbins,  Jr 1844,  July  to  November. 

John    Miller 1844-1847. 

George  M.  Wharton 1847-1849. 

James  Peters 1849-1850. 

George  M.  Wharton 1850-1851. 

Daniel   S.   Beideman 1851-1853. 

George  M.  Wharton 1853-1854. 

Thomas  G.  Hollingsworth 1854-1857. 

William  J.  Reed 1857-1859. 

Henry  Bumm 1859-1861. 

Benjamin  M.  Dusenbery 1861-1862. 

Leonard  R.  Fletcher 1862-1864. 

Edward  Shippen 1864-1869. 

Daniel    Steinmetz 1869-1870. 

M.  Hall  Stanton 1870-1877. 

James  Long 1877-1879. 

Edward  T.  Steel 1879-1889. 

Isaac  A.  Sheppard 1889-1897. 

Simon  Gratz 1897-1898. 

Samuel  B.  Huey 1898- 

VICE-PRESIDENTS  OF  THE  BOARD  OF  PUBLIC  EDUCATION. 

Samuel   B.   Huey 1897-1898. 

Henry  R.  Edmunds 1898- 

313 


3 14  APPENDIX    A 

CHAIRMEN  OF  THE  HIGH   SCHOOL  COMMITTEE. 

George  M.  Wharton 1837-1847. 

George  Emlen 1847-1849. 

Nathan  Nathans 1849-1850. 

George  Emlen 1850-1851. 

Nathan  Nathans 1851-1853. 

James  Peters 1853-1854. 

George  M.  Wharton 1854-1855. 

Henry   Herbert 1855-1856. 

William  J.  Reed 1856-1857. 

Richard  R.  Montgomery 1857-1858. 

Washington  J.  Jackson 1858-1859. 

Stephen  Farrand 1859-1860. 

Thomas  G.  Hollingsworth 1860-1862. 

James    Freeborn 1862-1870. 

Charles  F.  Abbot 1870-1873. 

Daniel   Steinmetz 1873-1874. 

James    Freeborn 1874-1888. 

Samuel  B.  Huey  * 1888- 

VICE-CH AIRMAN  OF  THE   HIGH    SCHOOL  COMMITTEE. 

Henry  R.  Edmunds 1898- 

MEMBERS  OF  THE  HIGH  SCHOOL  COMMITTEE. 

George  M.  Wharton 1837-1847. 

George  M.  Justice 1837-1841. 

Andrew  Hooton 1837-1840. 

James  Carstairs 1837,  April  to  November. 

Thomas  G.  Hollingsworth 1837-1841. 

Henry  Leech 1838-1841. 

James    Campbell 1840-1842. 

George  Emlen 1841-1849. 

Richard  Vaux 1841-1842. 

Abraham   Helf enstein 1841-1842. 

Jacob  Heyberger 1842-1844. 

Joseph  Yeager 1842-1846. 

John    Miller 1842-1843. 

Hugh  O'Donnell 1843-1845. 


*  By  direction  of  the  Board  since  1898. 


APPENDIX    A  315 

Samuel    Grice 1844-1846. 

John  P.  Colcord 1845-1847. 

William  English 1846-1847. 

Daniel   S.   Beideman 1846-1847. 

John    Miller 1847-1849. 

Thomas  G.  Hollingsworth 1847-1849. 

William   Notson 1847-1848. 

Theodore  Cuyler 1847-1850. 

John  Clouds 1848-1851. 

Nathan  Nathans 1849-1850. 

Isaac  Ashmead 1849-1850. 

Benjamin  Baker 1849-1850. 

George  Emlen 1850-1851. 

Thomas  G.  Hollingsworth 1850-1851. 

Daniel  S.  Beideman 1850-1851. 

James  Peters 1850-1851. 

Nathan  Nathans 1851-1854. 

William  J.  Reed 1851-1852. 

George  M.  Wharton 1851-1852. 

Harlan  Ingram 1851-1853. 

Tillinghast  K.  Collins 1851-1853. 

Thomas  G.  Hollingsworth 1852-1854. 

C.  Campbell  Cooper 1852-1853. 

George  M.  Wharton 1853,  February  to  July. 

William  F.  Small 1853-1854. 

C.  Campbell  Cooper 1853-1854. 

James   Peters 1853-1854. 

George  M.  Wharton 1854-1855. 

Joseph  T.  Thomas 1854-1855. 

Spencer  Roberts 1854-1855. 

Samuel    Taylor 1854-1855. 

George  P.  Mercer 1854-1856. 

Alfred  W.  Green 1855-1857. 

Richard  R.  Montgomery 1855-1858. 

Benjamin  F.  Warren 1855-1857. 

Henry   Herbert 1855-1856. 

William  J.  Reed 1856-1857. 

Isaac  Sulger 1856-1857. 

Washington  J.  Jackson 1857-1860. 

Charles  Frishmuth 1857-1858. 

John  Conry,  M.D 1857-1859. 

Charles  J.  Wister,  Jr 1857-1859. 


3i6  APPENDIX    A 

Thomas  G.  Hollingsworth 1858-1859. 

Thomas  W.  Marchment 1858-1862. 

Stephen  Farrand 1859-1860. 

Thomas  Haig,  Jr 1859-1860. 

Michael  Blynn 1859-1860. 

Thomas  G.  Hollingsworth 1860-1862. 

George  Inman  Riche 1860-1861. 

Joseph  B.  Smith 1860-1861. 

William   Adamson 1860-1861. 

Thomas  Fitzgerald 1861-1862. 

Lewis    Bitting 1861-1862. 

Thomas    Wood 1861-1862. 

James    Freeborn 1862-1870. 

Thomas   Potter 1862-1863. 

Daniel  Witham 1862-1865. 

John  Htmsworth 1862-1863. 

John  Rittenhouse 1862-1868. 

Edward  Shippen 1863-1864. 

Charles    Welsh 1863-1864. 

DeWitt  C.  Moore 1864-1866. 

James  W.  Fletcher 1864-1867. 

Samuel    Scheide 1865-1866. 

Robert  W.  Cushman 1866-1868. 

James  Milligan,  Jr 1866-1867. 

Washington  L.  Bladen 1867-1868. 

William  O.  Kline 1867-1868. 

Charles  M.  Lukens 1868-1871. 

Charles   Harmer 1868-1869. 

Stephen  H.  Smith 1868-1871. 

Andrew  Nebinger,  M.D 1868-1887. 

William  Ridings 1869-1870. 

Charles  F.  Abbot 1870-1873. 

Michael  Blynn 1870-1873. 

Daniel    Steinmetz 1871-1874. 

Thomas  R.  Davis 1871-1874. 

James    Freeborn „ 1873-1888. 

M.  R.  Harris 1873-1874. 

William  J.  Gillingham 1874-1875. 

John   Shedden 1874-1878. 

James  S.  Whitney 1874-1880. 

Thomas  R.  Davis 1875-1879. 

Charles  F.  Abbot 1878-1879. 


APPENDIX    A  317 

Spencer  Roberts 1879-1886. 

M.  Hall  Stanton 1879-1889. 

Alexander  Adaire 1879- 

John  McAvoy,  M.D 1879-1880. 

Edward  Lewis 1879-1880. 

James  Pollock 1879-1884. 

Charles  F.  Abbot 1880-1885. 

Isaac  A.  Sheppard 1880-1883. 

William  J.   Pollock 1880-1900. 

Joseph  C.  Ferguson 1883-1888. 

A.  M.  Spangler 1884-1889. 

John  L.  Kinsey 1885-1895. 

Thomas  W.  Marchment 1886-1887. 

Samuel  W.  Pennypacker 1887-1889. 

James  S.  Whitney 1887-1889. 

Samuel  B.  Huey 1888- 

Richardson  L.  Wright 1888- 

Thomas  E.  Merchant 1889-1895. 

A.  W.  Duvall,  M.D 1889-1890. 

George  W.  Crouch 1889-1892. 

Thomas  W.  Marchment 1889-1891. 

Joseph  R.  Rhoads 1890-1895. 

Thomas  G.  Morton 1891-1892. 

Herbert   Welsh 1892-1893. 

Charles  E.  Morgan,  Jr 1893-1894. 

Daniel  M.   Collamer 1893-1894. 

Thomas  A.  Robinson 1894- 

William   Wrigley 1894- 

Charles  E.  Morgan,  Jr 1895-1898. 

Harvey  H.  Hubbert 1895-1898. 

Henry  R.  Edmunds 1895— 

Joseph  R.  Rhoads 1898- 

Joel  Cook  1898- 

William  T.  Tilden 1899- 

Joseph  W.  Catharine 1900- 

SUPERINTENDENTS   OF   SCHOOLS. 

Alexander  Dallas  Bache 1841-1842. 

(This  office  was  discontinued  from  1842  to  1883.) 

James    MacAlister 1883-1891. 

Edward  Brooks 1891- 


318  APPENDIX    A 

SECRETARIES  OF  THE  BOARD  OF  PUBLIC  EDUCATION. 

Richard  Penn  Smith 1838-1841. 

Thomas  B.  Florence 1841-1849. 

Robert  J.  Hemphill 1849-1862. 

James  D.  Campbell 1862-1864. 

Henry  W.  Halliwell 1864-1898. 

Andrew  F.  Hammond 1898- 

ASSISTANT   SECRETARIES   OF   THE  BOARD   OF   PUBLIC   EDUCATION. 

Henry  W.  Halliwell 1863-1864. 

James  Dick 1864-1875. 

Andrew  F.  Hammond 1875-1898. 

William  Dick 1898- 


APPENDIX  B 


LIST  OF  PRESIDENTS,  PROFESSORS,  INSTRUCTORS, 
AND  ASSISTANTS  AT  THE  CENTRAL  HIGH  SCHOOL 
FROM  1838  TO  1901,  ARRANGED  ALPHABETICALLY. 


[*  indicates  those  deceased,    t  indicates  present  member 
of  instructing  corps.] 


*  LEWIS  ANGELE. 

B.  Biberach,  Wiirtemberg.     D.  13  October,  1874,  Philadelphia. 
Studied  at  Univ.  of  Tubingen.     1846,  came  to  America;  1847-59, 
private  school,  Pottsville,  Pa.;    1859-60,  private  instruction,  Phila- 
delphia;   1860-74,  Professor  of  German,  C.  H.  S. 

*  ALEXANDER  DALLAS  BACHE,  LL.D. 

B.  19  July,  1806,  Philadelphia.  D.  17  February,  1867,  New- 
port, R.  I. 

1825,  graduated  from  U.  S.  Military  Academy;  1826-28,  Assist- 
ant Professor  of  Engineering,  U.  S.  Military  Academy;  1828-36, 
Professor  of  Natural  Philosophy  and  Chemistry  in  Univ.  of  Pa.; 
1836,  LL.D.  (Univ.  of  N.  Y.)  ;  1837,  LL.D.  (Univ.  of  Pa.)  ;  1836- 
42,  President  of  Girard  College ;  1839-42,  Principal  of  C.  H.  S.  and, 
1841-42,  Superintendent  of  Schools;  1842-43,  Professor  of  Natural 
Philosophy  and  Chemistry,  Univ.  of  Pa.;  1843-67,  Superintendent 
of  U.  S.  Coast  Survey;  1846,  one  of  incorporators  of  Smithsonian 
Institution;  1851,  LL.D.  (Harvard)  ;  Vice-President  of  U.  S.  Sani- 
tary Commission;  President  of  the  American  Philosophical  Society 
and  of  American  Association  for  the  Advancement  of  Science ; 
Incorporator  and  first  President  of  National  Academy  of  Sciences; 
honorary  member  of  many  scientific  and  philosophical  societies. 

His  published  papers  include  more  than  one  hundred  and  fifty 
titles  upon  various  topics  in  Education,  Physics,  Chemistry,  and 
Engineering.  His  most  extensive  work  was  the  "  Observations  at 
the  Magnetic  and  Meteorological  Observatory  at  Girard  College." 

319 


320  APPENDIX    B 

f  DAVID  WESLEY  BARTINE,  A.M.,  M.D. 

B.  26  March,  1837,  Bucks  Co.,  Pa. 

Studied  at  State  Normal  School  at  Millersville.  1857-65,  Teacher 
in  public  schools  of  Bucks  Co.,  Philadelphia,  and  Camden;  1866- 
79,  Professor  of  Commercial  Calculation,  C.  H.  S. ;  1869,  A.M. 

(Dickinson)  ;    1871,  M.D.    (Hahnemann)  ;    1879 ,   Professor  of 

Algebra,  C.  H.  S. 


JOSEPH  BOGGS  BEALE,  A.M. 

B.  10  December,  1841,  Philadelphia. 

1862,  A.B.  (C  H.  S.)  ;  1867,  A.M.  (C.  H.  S.)  ;  studied  at  Acad- 
emy of  Fine  Arts;  1862-66,  Professor  of  Drawing  and  Writing, 
C.  H.  S. ;  1867,  taught  drawing  at  Polytechnic  College  and  Crit- 
tenden's  Commercial  College,  Philadelphia. 

Illustrator  of  numerous  books  of  History,  Fiction,  Poetry,  and 
Prose. 


GEORGE  J.  BECKER. 

B.  13  April,  1816,  in  Germany. 

1844-53,  Instructor  in  Writing,  Drawing,  Bookkeeping,  C.  H.  S. ; 
1853-96,  Professor  of  Drawing  and  Bookkeeping  at  Girard  College. 

Author  of  "  Ornamental  Penmanship,"  "  System  of  Bookkeeping," 
etc. 

f  HENRY  HESTON  BELKNAP,  LL.B. 

B.  23  April,  1875,  Philadelphia. 

Studied  three  years  at  C.  H.  S.  and  two  years  at  Wharton  School, 
Univ.  of  Pa.    1900,  LL.B.  (Univ.  of  Pa.)  ;    1894-96,  Instructor  and 

Assistant  to  President  of  C.  H.  S. ;    1895 ,  Instructor  in  History 

and  Drawing,  C.  H.  S. 


f  SAMUEL  ERWIN  BERGER,  A.M. 

B.  19  June,  1866,  Bucks  Co.,  Pa. 

1889,  A.B.  (Lehigh)  ;  1893,  A.M.  (Lehigh)  ;  1889-94,  Instructor 
in  Latin  and  Greek,  C.  H.  S. ;  1894-99,  Assistant  Professor  in  Latin 
and  Greek,  C  H.  S. ;  1899 ,  Professor  of  Greek,  C.  H.  S. 


APPENDIX    B  321 

*  JAMES  CURTIS  BOOTH,  A.M.,  LL.D. 

B.  28  July,   1810,   Philadelphia.    D.  21  March,   1888,  Haver- 
ford,  Pa. 

1829,  A.B.  (Univ.  of  Pa.)  ;  1831,  studied  at  Renss.  Poly.  Instit. ; 
1833-36,  at  Hesse-Cassel,  Berlin,  and  Vienna;  1836,  established  in 
Philadelphia  the  first  laboratory  in  the  United  States  for  instruction 
in  chemical  analysis  and  chemistry  applied  to  the  arts;  1836-45, 
Professor  of  Applied  Chemistry,  Franklin  Institute;  1842-45,  Pro- 
fessor of  Chemistry  and  Natural  Philosophy,  C.  H.  S. ;  1851-55,  at 
Univ.  of  Pa. ;  1840-87,  melter  and  refiner,  U.  S.  Mint,  Philadelphia ; 
1867,  LL.D.  (Bucknell)  ;  1883-84,  President  of  American  Chemical 
Society;  1884,  Ph.D.  (Renss.  Poly.  Instit). 

Published  a  number  of  scientific  articles  and  translations  and 
"  Recent  Improvements  in  the  Chemical  Arts,"  and,  assisted  by  Mar- 
tin H.  Boye  and  others,  prepared  "  Encyclopaedia  of  Chemistry." 


MARTIN  HANS  BOYE,  A.M.,  M.D. 

B.  6  December,  1812,  Copenhagen,  Den. 

1831,  entered  Univ.  of  Copenhagen;  1835,  graduated  from  Poly- 
technic School ;  1836-44,  studied  in  private  laboratories  and  clinics 
in  New  York  and  Philadelphia;  1844,  M.D.  (Univ.  of  Pa.)  and 
Honorary  A.M.  (Univ.  of  Pa.)  ;  1845-59,  Professor  of  Natural 
Philosophy  and  Chemistry,  C  H.  S. 

Wrote  "  Pneumatics,  or  the  Physics  of  Gases,"  "  Chemistry,  or 
the  Physics  of  Atoms,"  and  articles  in  "  Encyclopaedia  of  Chem- 
istry." 


f  FRANCIS  BURKE  BRANDT,  A.B.,  Ph.D. 
B.  13  June,  1865,  Philadelphia. 

1878-80,  C.  H.  S.;  1892,  A.B.  (Harvard);  1892-94,  Instructor, 
Columbia  Grammar  School,  New  York  City;  1894-95,  University 
Fellow  in  Philosophy,  Columbia;  1895,  Ph.D.  (Columbia  Univer- 
sity) ;  1895-96,  Instructor  in  English  and  History,  C.  H.  S. ; 

1896 ,  Professor  of  Pedagogy  and  Head  of  the  Department  of 

Pedagogy,  C.  H.  S. 

Author  of  "  Friedrich  Eduard  Beneke :  the  Man  and  his  Philoso- 
phy;" editor  of  Philadelphia  School  of  Pedagogy  Record. 

21 


322  APPENDIX    B 

*  FRANQOIS  AMEDEE  BREGY,  A.M. 

B.  1810  in  Mons,  France.     D.  31  December,  1877,  in  Phila- 
delphia. 

Graduate,  Univ.  of  Paris.  1841-42,  Teacher  at  Norfolk  Academy ; 
1843-58,  Professor  of  French  and  Spanish,  C.  H.  S. ;  1858-62,  Pro- 
fessor of  French  and  Spanish,  Girard  College;  1862-66,  Professor 
of  French,  C.  H.  S. ;  1869-72,  Instructor,  Univ.  of  Pa.;  1872-77, 
Professor  of  French,  Univ.  of  Pa. 

f  ROBERT  MORRIS  BROOKFIELD,  A.B. 

B.  13  March,  1873,  Philadelphia. 

1891,  A.B.  (C  H.  S.)  ;  1892-96,  U.  S.  Military  Academy,  West 
Point;  1896,  2d  Lt.  U.  S.  A.;  1898,  ist  Lt.  U.  S.  A.;  September, 
1900,  Capt.  and  Asst.  Q.  M.,  U.  S.  V. ;  October,  1900 ,  Instruc- 
tor in  Mathematics,  C.  H.  S. 

f  DAVID  J.  CAMPBELL. 

B.  12  December,  1862,  Argyle,  N.  Y. 

Studied  in  Philadelphia  public  schools  and  at  West  Hebron 
Academy,  N.  Y.  Taught  in  New  York  and  Vermont  public  schools 
seven  years;  Lingle  College  of  Phonography,  Philadelphia,  assist- 
ant, two  years ;  Campbell  College  of  Phonography,  Philadelphia, 
principal  and  proprietor,  three  years;  Lingle  and  Campbell  College 

of  Phonography,  principal  and  part  proprietor,  three  years;  1900 , 

Instructor  in  Stenography  and  Typewriting,  C.  H.  S. 

Author  of  "  Straws :  a  Mosaic  of  Odds  and  Ends"  and  "  Camp- 
bell's Shorthand  Charts." 

*  THOMAS  BROOME  CANNON,  A.B. 

B.  i  May,  1825.    D.  8  July,  1887. 

1845,  A.B.  (C  H.  S.)  ;  1845-46,  Assistant  in  C.  H.  S.;  1846, 
manager  for  William  Mann,  stationer. 

f  OSCAR  CHARLES  SUMNER  CARTER. 

B.  i  March,  1857,  Philadelphia. 

Studied  at  Polytechnic  School  of  Mines.  1877-79,  Univ.  of  Pa.; 
chemist,  Midvale  Steel  Works;  1880-89,  Assistant  Professor  of 

Chemistry,    C.    H.    S. ;     1889 ,    Professor    of    Mineralogy    and 

Geology  and  Associate  in  Chemistry,  C.  H.  S. ;    1887,  Professor  of 


APPENDIX    B  323 

Chemistry,  Spring  Garden  Institute;    1888,  Professor  of  Chemistry, 
United  Chautauqua  Circles  of  Philadelphia. 

Author  of  "  Ores,  Minerals,  and  Geology  of  Montgomery  County," 
scientific  articles  in  Journal  of  Franklin  Institute,  Proceedings  of 
American  Philosophical  Society,  American  Chemical  Journal,  Lon- 
don Chemical  News,  Verein  der  Bohrtechniker,  etc. 


f  FREDERICK  FOSTER  CHRISTINE,  A.M.,  Ph.D. 

B.  17  August,  1834,  Pemberton,  N.  J. 

1853-80,  Principal  of  public  schools,  22d  Section,  Philadelphia, 
and  Superintendent  of  same;  1853-82,  Principal  of  public  night 
schools,  Philadelphia;  1871,  A.M.  (C.  H.  S.)  ;  1880-94,  Professor 
of  Mental  and  Political  Science,  C.  H.  S. ;  1882-97,  Professor  of 
English  and  Mathematics,  Artisans'  Night  School,  and  Principal  of 
same  since  1897  (in  1898  name  changed  to  "  Evening  High  School")  ; 

1894 ,  Professor  of  Logic  and  Rhetoric,  C.  H.  S. ;  1898,  Ph.D. 

(C.  H.  S.). 

Author  of  "  Lectures  on  School  Law." 

GEORGE  HOWARD  CLIFF,  A.M. 

B.  3  May,  1859,  Tobyhanna,  Pa. 

1878,  A.B.  (C  H.  S.)  ;  Teacher  and  Principal  of  elementary 
schools ;  1883-93,  Professor  of  Higher  Arithmetic  and  Mensuration, 
and  later,  Composition,  Logic,  and  Rhetoric,  C.  H.  S. ;  1890-93, 
Professor  of  Methods,  School  of  Pedagogy,  C.  H.  S. ;  1893-98, 

Principal  of  Philadelphia  Normal  School  for  Girls;  1900 , 

Treasurer,  De  Long  Hook  and  Eye  Company;  1899 ,  Trustee, 

Wagner  Free  Institute  of  Science;  1900 ,  Trustee,  Pennsylvania 

Museum  and  School  of  Industrial  Art. 

1896-98,  Editor  The  Teacher.  Author  of  "The  Central  High 
School  of  Philadelphia:  an  Historical  Sketch." 


GEORGE  CORLISS,  A.M. 

B.  October,  1838. 

1856,  A.B.  (C  H.  S.)  ;  1861,  A.M.  (C.  H.  S.)  ;  1868-75,  Professor 
of  Bookkeeping,  C.  H.  S. ;  Actuary  of  Academy  of  Fine  Arts ;  edi- 
torial staff  of  Philadelphia  Record;  in  charge  of  Philadelphia  paint- 
ings at  World's  Fair  at  Chicago. 


324  APPENDIX    B 

*  JOHN  CHAPMAN  CRESSON,  A.M.,  Ph.D. 

B.  16  March,  1806,  Philadelphia.  D.  27  January,  1876. 
Educated  at  Friends'  Academy  and  attended  lectures  on  agricul- 
ture at  Univ.  of  Pa.  1837-42,  Professor  of  Mechanics  and  Natural 
Philosophy,  Franklin  Institute;  1842,  Professor  at  C.  H.  S. ;  1844, 
A.M.,  honoris  causa  (Univ.  of  Pa.)  ;  Ph.D.,  honoris  causa  (Buck- 
nell)  ;  1836-64,  Superintendent  of  Philadelphia  Gas  Works;  Chief 
Engineer  of  Fairmount  Park,  etc. ;  1847-76,  President  of  Mine  Hill 
and  Schuylkill  Haven  Railroad. 

*  JOSEPH  ALEXANDER  DELOUTTE,  A.M. 

D.  1856  (?). 

1840-43,  Professor  of  French,  C  H.  S. ;  1848-50,  Professor  of 
French,  Girard  College. 

f  CHARLES  SUMNER  DOLLEY,  M.D. 

B.  16  June,  1856,  Elyria,  Ohio. 

Elementary  training  in  private  schools  of  Rochester,  N.  Y.,  Paris, 
and  Philadelphia.  1874-78,  student,  Syracuse  University;  1882, 
M.D.  (Univ.  of  Pa.)  ;  1883-84,  graduate  student  in  Biology,  J. 
H.  U. ;  1884,  pursued  biological  work  in  Naples  and  Leipsic;  1885, 
Assistant  Professor  of  Biology  at  Univ.  of  Pa.  and  at  Swarthmore 
College;  1886,  full  Professor  in  both  institutions;  1888,  resigned 
from  Swarthmore;  1890,  Lecturer  in  Botany,  C.  H.  S. ;  1892,  re- 
signed from  Univ.  of  Pa. ;  1894 ,  Professor  of  Biology,  C.  H.  S. 

Published  translations  of  Dr.  Ferdinand  Cohn's  "  Bacteria"  and 
Dr.  Th.  W.  Engelmann's  "  The  Physiology  of  Protoplasmic  Mo- 
tion," "  The  Technology  of  Bacteria  Investigation,"  numerous  con- 
tributions to  Medical  News,  Microscopical  Journal,  Proceedings 
Academy  Natural  Sciences,  etc. 

1894-95,  member  of  editorial  staff,  biological  department,  of 
"  Standard  Dictionary"  and  of  Gould's  "  Dictionary  of  Medicine." 

f  HOWARD  WEIDENER  DuBois,  A.B. 

B.  16  September,  1868,  Philadelphia. 

1887,  A.B.  (C.  H.  S.)  ;  1889-91,  course  in  Mining  Engineering 

at  Lehigh  Univ. ;  1891-93,  Civil  and  Mining  Engineer ;  1893 , 

Professor  of  Applied  Mathematics  and  Astronomy,  C.  H.  S. 

Author  of  technical  articles  in  scientific  journals. 


APPENDIX    B  325 

f  FRANKLIN  SPENCER  EDMONDS,  A.M.,  Ph.B. 
B.  28  March,  1874,  Philadelphia. 

1891,  A.B.  (C  H.  S.);  1893,  Ph.B.  (Univ.  of  Pa.);  1893-94, 
Assistant  Secretary,  American  Society  for  Extension  of  University 
Teaching ;  1894-95,  Andrew  D.  White  Fellow  in  Political  and  Social 
Science,  Cornell  University;  1895  (February) -97,  Instructor  in  His- 
tory, C.  H.  S.;  1896,  A.M.  (C  H.  S.)  ;  1897 ,  Assistant  Pro- 
fessor of  Political  Science,  C.  H.  S. ;  Master  of  Archives,  Associated 
Alumni,  C.  H.  S. 

Author  of  "  An  Experiment  in  Civic  Education,"  "  Progress  in 
Education  during  Nineteenth  Century,"  and  other  educational  arti- 
cles. 1896-1900,  Editor  The  Teacher. 

\  JOSEPH  FALTERMAYER,  B.S. 

B.  8  January,  1877,  Philadelphia. 

1899,  B.S.  (C.  H.  S.)  ;  1899-1900,  student  at  Lehigh  University; 
1900 ,  Assistant  to  the  President,  C.  H.  S. 

CHESTER  NYE  FARR,  JR.,  A.M.,  LL.B. 

B.  5  December,  1869.  Reading,  Pa. 

1888,  A.B.  (C.  H.  S.)  ;  1891,  B.S.  in  Civil  Engin.  (Univ.  of  Pa.)  ; 
1890-93,  Instructor  in  Applied  Mathematics,  C.  H.  S. ;  1892,  A.M. 
(C.  H.  S.)  ;  1893-95,  Instructor  in  English,  C.  H.  S. ;  1894,  LL.B. 
(Univ.  of  Pa.)  ;  1895 ,  Assistant  City  Solicitor,  Philadelphia. 

*  JAMES  BOORMAN  FISHER,  A.M. 

B.  7  September,  1833,  Paterson,  N.  J.     D.  20  May,  1889,  West 

Town,  N.  Y. 

1853,  A.B.  (C.  H.  S.)  ;  1853-54,  taught  at  Falls  of  Schuylkill; 
1854-58,  Assistant  at  C.  H.  S. ;  1858,  A.M.  (C.  H.  S.)  ;  1858-61, 
Principal  of  High  School,  Norfolk,  Va. ;  1862-89,  in  Presbyterian 
ministry. 

*  SAMUEL  SPARKS  FISHER. 

B.  ii  April,  1832,  St.  Joseph,  Mich.     D.  14  August,  1874. 

1851,  A.B.  (C.  H.  S.)  ;  1851-53,  Assistant  at  C.  H.  S. ;  admitted 
to  Bar  in  Cincinnati;  1864,  Col.  I38th  Reg.  Ohio  N.  G. ;  1860-71, 
U.  S.  Commissioner  of  Patents. 

Author  of  "  Reports  of  Patent  Cases." 


326  APPENDIX    B 

f  JOSEPH  C.  Fox,  A.M. 

B.  26  April,  1868,  Germantown,  Pa. 

1885,  A.B.  (C.  H.  S.)  ;  1890,  graduated  from  U.  S.  Military 
Academy;  1890,  A.M.  (C.  H.  S.)  ;  1890-97,  Lieutenant,  I3th  U.  S. 
Infantry;  1897,  retired  in  consequence  of  ill-health;  1900 ,  In- 
structor in  Mathematics  (C.  H.  S.). 

*  JOHN  FRIES  FRAZER,  A.M.,  Ph.D.,  LL.D. 

B.  8  July,  1812,  Philadelphia.    D.  12  October,  1872,  Philadel- 
phia. 

1830,  A.B.  (Univ.  of  Pa.)  ;  1854,  Ph.D.  (Univ.  of  Lewisburg)  ; 
1857,  LL.D.  (Harvard)  ;  Laboratory  Assistant  to  Alexander  Dallas 
Bache ;  Assistant  to  Dr.  Robert  Hare,  Univ.  of  Pa. ;  1842-44,  Pro- 
fessor of  Chemistry  and  Natural  Philosophy,  C.  H.  S. ;  1844-72, 
Professor  of  Chemistry  and  Natural  Philosophy,  Univ.  of  Pa.; 
1855-68,  Vice-Provost;  1859-60,  Acting  Provost,  Univ.  of  Pa.; 
1850-66,  editor  Franklin  Institute  Journal. 

*  JOHN  FROST,  A.B.,  LL.D. 

B.  26  January,  1800,  Kennebunk,  Me.     D.  28  December,  1859, 

Philadelphia. 

1822,  A.B.  (Harvard)  ;  1823-38,  Principal  of  schools,  Boston  and 
Philadelphia;  1838-45,  Professor  of  English  Literature,  C.  H.  S.; 
1843,  LL.D.  (Marietta  College). 

His  publications  include  "  History  of  the  World"  (three  vols.)  ; 
"  Pictorial  History  of  the  United  States"  (two  vols.)  ;  "  Beauties 
of  English  History,"  and  more  than  three  hundred  compilations  of 
histories  and  biographies. 

f  THOMAS  ROBERT  GALBRAITH,  A.B.,  B.S.  in  E.E. 

B.  20  June,  1873,  Philadelphia. 

1893,  A.B.  (C.  H.  S.);  1897,  B.S.  in  E.E.  (Univ.  of  Pa.); 
1897 ,  Instructor  in  English  and  History  in  C.  H.  S. 

*  GEORGES  GERARD,  A.M. 

B.  in  France.     D.  in  New  York  City. 

1848-53,  Consular  Agent  of  France  at  Portland,  Me.;  1859-61, 
Professor  of  French,  C.  H.  S. ;  1862-66,  U.  S.  Consul  at  St.  Helena ; 
1867-71,  Consul  at  Cape  Town;  1874-80,  Commercial  Agent,  Port 
Stanley,  Falkland  Islands. 


APPENDIX    B  327 

f  JAMES  HENRY  GRAHAM,  A.B.,  Ph.B. 

B.  24  May,  1873,  Philadelphia. 

1891,  A.B.  (C.  H.  S.)  ;  1893,  Ph.B.  (Univ.  of  Pa.)  ;  1893-95, 
graduate  work  in  Mathematics  and  History  (Univ.  of  Pa.)  ;  1893- 
94,  First  Assistant,  Grammar  School ;  1894-99,  Instructor  in  Mathe- 
matics, C.  H.  S. ;  1899 ,  Assistant  Professor  in  Mathematics, 

C.  H.  S. 


f  WILLIAM  FRANCIS  GRAY. 

B.  9  May,  1866,  Philadelphia. 

1881-85,    Pennsylvania   Museum   and    School   of   Industrial   Art; 
1886-87,  Teacher,  Spring  Garden  Institute ;   1888-92,  Central  Manual 

Training    School;     1892 ,    Professor    of    Drawing,    C.    H.    S. ; 

1900 ,  Head  of  Department  of  Art,  C.  H.  S. 


f  WILLIAM  HOUSTON  GREENE,  A.M.,  M.D. 

B.  30  December,  1853,  Columbia,  Pa. 

1870,  A.B.  (C.  H.  S.)  ;  1873,  M.D.  (Jefferson  Medical  College)  ; 
1875,  A.M.  (C.  H.  S.)  ;  Assistant  and  Demonstrator  in  Chemistry, 
Jefferson  Medical  College;  1877-78,  student  under  Adolf  Wurtz, 
Paris ;  1879-80,  Demonstrator  in  Chemistry,  Medical  Department, 

Univ.  of  Pa. ;  1880-92,  Professor  of  Chemistry,  C.  H.  S. ;  1892 , 

Emeritus  Professor,  C.  H.  S. ;  1892 ,  member  of  firm  of  Stephen 

Greene  &  Co.,  printers. 

Translator  of  Wurtz's  "  Elements  of  Modern  Chemistry ;"  Author 
of  "  A  Hand-Book  of  Medical  Chemistry ;"  American  Editor  of 
Bert's  "  First  Steps  in  Scientific  Knowledge ;"  Author  of  scientific 
articles  and  monographs. 


f  JOHN  Louis  HANEY,  A.M.,  B.S.,  Ph.D. 

B.  29  July,  1877,  Philadelphia. 

1895,  A.B.  (C.  H.  S.);  1900,  A.M.;  1898,  B.S.  (Univ.  of  Pa.); 
1898-99,  scholar  in  English  (Univ.  of  Pa.)  ;  1899-1900,  Fellow  in 
English  (Univ.  of  Pa.)  ;  1901,  Ph.D.  (Univ.  of  Pa.)  ;  1900,  In- 
structor in  English  and  History,  C.  H.  S. 


328  APPENDIX    B 

f  LEWIS  REIFSNEIDER  HARLEY,  A.M.,  Ph.D. 

B.  16  August,  1866,  Chester  Co.,  Pa. 

Studied  at  Hill  School,  Pottstown,  and  West  Chester  Normal 
School.  1892,  Ph.B.  (Illinois  Wesleyan  Univ.)  ;  1892,  P.  G.  course 
at  Univ.  of  Pa.;  1892-96,  Principal,  North  Wales  High  School; 
1894,  A.M.  honoris  causa  (Dickinson)  ;  1895,  Ph.D.  (Univ.  of  Pa.)  ; 
1896,  Instructor  in  English  and  History,  C.  H.  S.;  1899 ,  As- 
sistant Professor  of  History,  C.  H.  S. 

Author  of  "  A  History  of  Public  Education  Association  of  Phila- 
delphia," "  Francis  Lieber :  his  Life  and  Political  Philosophy,"  "  The 
Life  of  Charles  Thomson,"  and  other  articles  upon  historical  sub- 
jects. 

*  JOHN  SEELY  HART,  A.B.,  LL.D. 

B.  28  January,  1810,  Stockbridge,  Mass.  D.  26  March,  1877, 
Philadelphia. 

1830,  A.B.  (Princeton);  1848,  LL.D.  (Miami  Univ.);  taught, 
Natchez,  Miss.;  1832,  Tutor,  Princeton;  1834,  Adjunct  Professor 
of  Ancient  Languages,  Princeton;  1836-41,  Edgehill  School;  1842- 
58,  Principal,  C.  H.  S. ;  1859-62,  edited  publications  of  Sunday- 
School  Union;  1863-71,  Principal,  New  Jersey  State  Normal  School; 
1872-74,  Professor  of  Rhetoric  and  the  English  Language,  Princeton. 

1844,  edited  Pennsylvania  Common  School  Journal;  1849-51,  edited 
Sartain's  Magazine;  1859,  founded  The  Sunday-School  Times, 
editor  of  same  until  1871 ;  Author  of  "  Class  Book  of  Poetry"  and 
"  Class  Book  of  Prose,"  "  Essay  on  the  Life  and  Writings  of  Ed- 
mund Spenser,"  the  philological  volume  of  the  reports  of  the  Wilkes 
Exploring  Expedition,  "  In  the  School-Room,"  "  Manual  of  Com- 
position and  Rhetoric,"  "  Manual  of  English  Literature,"  "  Manual 
of  American  Literature,"  "  Short  Course  in  English  and  American 
Literature,"  and  other  educational  works. 

*  HENRY  HARTSHORNE,  A.M.,  M.D.,  LL.D. 

B.  16  March,  1823,  Philadelphia.     D.  10  February,  1897,  Tokio, 

Japan. 

1839,  A.B.  (Haverford)  ;  1845,  M.D.  (Univ.  of  Pa.)  ;  1853,  Pro- 
fessor of  Institutes  of  Medicine,  Philadelphia  College  of  Medicine; 
I8s8-59,  travelled  in  Europe;  1862,  Professor  of  Anatomy,  Physi- 
ology, Natural  History,  and  Hygiene,  C.  H.  S. ;  1862,  Acting  As- 
sistant Surgeon,  hospital  service,  U.  S.  A. ;  1866,  Professor  of  Hy- 


APPENDIX    B  329 

giene,  Univ.  of  Pa.;  1867-71,  Professor  of  Organic  Science  and 
Philosophy;  1871-76,  Professor  of  Physiology  and  Hygiene,  Haver- 
ford  College;  1884,  LL.D.  (Univ.  of  Pa.). 

Author  of  "  Essentials  of  Practical  Medicine,"  "  Conspectus  of 
Medical  Science,"  articles  in  "  Johnson's  Universal  Cyclopaedia,"  and 
several  volumes  of  poems. 

f  WILLIAM  A.  HAUSSMAN,  A.B.,  Ph.D. 

B.  4  May,  1870,  Stuttgart,  Germany. 

1888,  A.B.  (C.  H.  S.)  ;  1895,  Ph.D.  (Johns  Hopkins  Univ.)  ;  1896, 
Instructor  at  Petersburg  School,  Va. ;  1897,  Burlington  Academy; 

Instructor  in  Latin,  Allegheny  High  School;  1901 ,  Instructor 

in  German,  C.  H.  S. 

Author  of  "  German- American  Hymnology ;"  translator  of 
Nietzsche's  "  Genealogy  of  Morals." 

*  HENRY  HAVERSTICK,  A.B. 

B.  23  November,  1807,  Lancaster,  Pa.     D.  20  January,   1884, 

Somerset,  Pa. 

1825,  A.B.  (Dickinson)  ;  1826,  Lutheran  Theological  Seminary, 
Gettysburg,  Pa. ;  1829-32,  pastor  of  Lutheran  church,  Cumberland, 
Md. ;  1832-35,  travelled  abroad ;  1836,  pastor  of  Lutheran  churches, 
Somerset  Co.,  Pa. ;  1839,  Principal  of  Academy  in  Carnesville,  Ga. ; 
1842,  Principal  of  Academy  in  Clarkesville,  Ga. ;  1844-66,  Professor 
of  Ancient  Languages,  C.  H.  S. ;  1867-75,  in  Europe. 

JOHN  ALLEN  HEANY,  A.B. 

B.  April,  1876. 

1895,  A.B.  (C.  H.  S.)  ;  1895-98,  Assistant  in  Physics  and  Me- 
chanics, C.  H.  S. 

f  CHEESMAN  ABIAH  HERRICK,  Ph.D. 

B.  21  July,  1866,  Redwood,  N.  Y. 

1887-89,  attended  Illinois  State  Normal  University ;  1889-92,  Prin- 
cipal of  High  Schools,  Hopedale  and  Minier,  111.;  1894,  Ph.B. 

(Univ.  of  Pa.);  1895,  Instructor  in  History,  C.  H.  S. ;  1898 , 

Professor  of  Industrial  History  and  Political  Economy  and  Head  of 
Department  of  Commerce,  C.  H.  S. ;  1899,  Ph.D.  (Univ.  of  Pa.). 

Author  of  "  Commercial  Education." 


330  APPENDIX    B 

*  FREDERICK  GOTTLIEB  HEYER,  A.M.,  LL.B. 

B.  10  November,  1829,  Helmstadt,  Prussia.    D.  29  June,  1877, 

Philadelphia. 

1846,  A.B.  (C  H.  S.) ;  1851,  A.M.  (C.  H.  S.)  ;  1853,  LL.B.  (Univ. 
of  Pa.);  1846-51,  Assistant  Professor,  C.  H.  S. ;  1851-77,  practised 
law,  Philadelphia. 


f  JAMES  MILLER  HILL,  A.M. 

B.  18  August,  1863,  Canonsburg,  Pa. 

1887,  A.B.  (Washington  and  Jefferson  College)  ;  1890,  A.M. 
(Washington  and  Jefferson  College)  ;  1888-92,  graduate  student, 
Johns  Hopkins  University;  1892-93,  Honorary  Fellow  in  Greek, 
Univ.  of  Chicago ;  1887-88,  Instructor  in  Latin  and  Greek,  Canan- 
daigua  High  School,  N.  Y. ;  1892-93,  Instructor  in  Greek,  Chicago 
Academy ;  1893-95,  Instructor  in  Latin,  Indianapolis  High  School ; 
1895-96,  Private  School,  Pittsburg;  1896-1900,  Instructor  in  Latin 

and  Greek,  C.  H.  S. ;    1900 ,  Assistant  Professor  of  Latin  and 

Greek,  C.  H.  S. 


t  JACOB  FARNUM  HOLT,  A.M.,  M.D. 

B.  24  July,  1831,  Greenfield,  N.  H. 

Graduate  Phillips's  Academy,  Andover,  Mass.  1854-56,  Teacher 
in  grammar  schools  in  Massachusetts ;  1857,  A.B.  (Harvard)  ;  A.M. 
(Harvard)  ;  1859,  M.D.  (Univ.  of  Pa.)  ;  1859-66,  Instructor,  Poly- 
technic College  in  Philadelphia;  1862-65,  Surgeon,  U.  S.  A.; 
1867 ,  Professor  of  Anatomy  in  C.  H.  S.,  and  Head  of  Depart- 
ment of  Biology  since  1896. 


f  ZEPHANIAH  HOPPER,  A.M.,  Ph.D. 

B.  19  September,  1824,  Philadelphia. 

1842-44,  Assistant  in  elementary  schools,  Philadelphia;  1844-54, 
Principal  of  elementary  schools,  Philadelphia;  1850,  A.M.  (C.  H. 
S.)  ;  1854 ,  Professor  of  Mathematics  (C.  H.  S.)  ;  1869-97,  In- 
structor, Artisans'  Night  School,  and  Principal  of  same,  1877-97; 
1865-80,  Superintendent  of  Examinations  for  Teachers'  Certificates. 


APPENDIX    B  331 

*  JOHN  STOCKTON  HOUGH,  A.M.,  M.D. 

B.  5  December,  1845,  Yardley,  Pa.    D.  6  May,  1900,  Yardley. 

1867,  graduated  from  Polytechnic  College,  Philadelphia;  1868, 
M.D.  (Univ.  of  Pa.)  ;  1868,  Assistant  in  Experimental  Chemistry, 
C.  H.  S. ;  1870,  Master  of  Chemistry,  Polytechnic  College. 

Author  of  numerous  papers  on  Biology,  Speculative  Physiology, 
Social  Science,  Vital  Statistics,  etc. ;  also  compiler  of  a  bibliography 
of  medical  literature. 


f  EDWIN  JAMES  HOUSTON,  A.M.,  Ph.D. 
B.  9  July,  1844,  Alexandria,  Va. 

1864,  A.B.  (C.  H.  S.)  ;  1865,  Prefect  of  Girard  College;  1867-94, 
Professor  of  Physical  Geography  and  Natural  Philosophy,  C.  H.  S. ; 

1894 ,  Emeritus  Professor,  C.  H.  S.;    1869,  A.M.    (C.  H.  S.)  ; 

1884,  Engineer  of  International  Electrical  Exposition;  1893,  Ph.D. 
honoris  causa  (Princeton)  ;  Librarian  of  Associated  Alumni,  C. 
H.  S. 

Editor  of  Journal  of  Franklin  Institute;"  author  of  "  New  Physi- 
cal Geography,"  "  Elements  of  Natural  Philosophy,"  "  Outlines  of 
Forestry,"  and  the  "  Encyclopaedic  Electrical  Dictionary."  Also,  in 
collaboration  with  A.  E.  Kennelly,  "  Recent  Types  of  Dynamo- 
Electric  Machinery,"  and  a  number  of  other  books  upon  electricity 
in  the  "  Electro-Technical  Series."  Also  the  author  of  many  short 
articles  and  pamphlets  upon  electricity  and  kindred  subjects. 

DANIEL  WALDO  HOWARD,  A.M. 

B.  20  July,  1829,  Worcester,  Mass. 

1849,  graduated  from  C.  H.  S. ;  1849-50,  Teacher,  Haddington 
School;  1850-51,  Union  School,  Upper  Darby;  1851-63,  Assistant, 
C.  H.  S.;  1854,  A.M.  (C.  H.  S.)  ;  1863-86,  Professor  of  History, 
C.  H.  S. 

f  ARTHUR  WELLESLEY  HOWES,  A.B. 

B.  ii  March,  1870,  Philadelphia. 

1884-85,  student,  C.  H.  S. ;  1893,  A.B.  (Univ.  of  Pa.);  1893-95, 
Department  of  Philosophy,  Univ.  of  Pa.;  1895-96,  Instructor  in 
Latin  and  Greek,  C.  H.  S. ;  1896-99,  Assistant  Professor,  C.  H.  S. ; 
1900 ,  Professor,  C.  H.  S. 


332  APPENDIX    B 

HENRY  CLARK  JOHNSON,  A.M.,  LL.B. 

B.  ii  June,  1851,  Homer,  N.  Y. 

1867-69,  Yale  Law  School;  1869-73,  A.B.  (Cornell)  ;  1875,  LL.B. 
(Hamilton  College)  ;  1875-77,  Head  Master,  Ury  School,  Philadel- 
phia; 1877-79,  St.  Paul's  School,  Garden  City,  Long  Island;  1879- 
81,  Principal  of  City  High  and  Normal  Schools,  Paterson,  N.  J. ; 
1881-88,  Professor  of  Latin  Language  and  Literature,  Lehigh  Univ., 
Bethlehem,  Pa.;  1887,  A.M.  honoris  causa  (Hobart  College); 
1888-93,  President,  C  H.  S. ;  1893 ,  practised  law,  New  York. 


f  HARRY  FREDERICK  KELLER,  B.S.,  Ph.D. 
B.  15  December,  1861,  Philadelphia. 

Elementary  training  in  Gymnasium  at  Darmstadt,  Germany.  1881, 
B.S.  (Univ.  of  Pa.)  ;  1883-86,  Assistant  in  Analytical  Chemistry, 
(Univ.  of  Pa.);  1888,  Ph.D.  (Strassburg)  ;  1888-90,  Instructor  in 
Organic  and  General  Chemistry,  Univ.  of  Pa. ;  1890-92,  Professor 
of  Chemistry  and  Assaying,  Michigan  College  of  Mines,  Hough- 
ton,  Mich. ;  1892 ,  Professor  of  Chemistry,  C.  H.  S. ;  1895 , 

Head  of  Department  of  Physical  Science,  C.  H.  S. 

Editor  of  Wurtz  and  Greene's  "Chemistry;"  with  E.  F.  Smith, 
"Experiments  in  Chemistry;"  numerous  scientific  articles  in  jour- 
nals, etc. 

*  EZRA  OTIS  KENDALL,  LL.D. 

B.    15   May,    1818,    Wilmington,   Mass.     D.   5   January,    1899, 

Philadelphia. 

Graduate  of  Boston  Latin  School.  1836-38,  taught  in  private 
schools ;  1838,  Professor  of  Theoretical  Mathematics  and  Astronomy, 
C.  H.  S. ;  1855-95,  Professor  of  Mathematics  and  Astronomy,  Univ. 
of  Pa.;  1888,  LL.D.  (Univ.  of  Pa.);  1895,  Emeritus  Professor. 

Author  of  "  Uranography ;"  edited  Gummere's  "Astronomy;" 
1851,  assisted  in  compiling  "  United  States  Nautical  Almanac." 

*  JOHN  KERN. 

B.  1807,  Philadelphia.    D.  25  March,  1886,  Philadelphia. 
1846-66,    Teacher   of   Drawing,    Franklin   Institute   and    Friends' 
School,  Philadelphia,  Pa. ;    November,  1866-86,  Professor  of  Draw- 
ing, C.  H.  S. 


APPENDIX    B  333 

*  JAMES  ADAMS  KIRKPATRICK,  A.M. 

B.  7  October,  1824,  County  Donegal,  Ireland.     D.  3  June,  1886, 

Philadelphia. 

1832,  came  to  America;  1842,  graduated  from  C.  H.  S. ;  1843-51, 
Assistant,  C.  H.  S. ;  1851-68,  Professor  of  Civil  Engineering  and 
Phonography,  C.  H.  S. ;  1871-80,  Assistant  to  Superintendent  Smith 
of  Girard  Estate;  1880,  elected  Superintendent,  and  held  that  posi- 
tion till  January,  1886. 

f  BENJAMIN  FRANKLIN  LACY,  A.M.,  B.S. 
B.  29  January,  1866,  Warren,  Pa. 

1884,  A.B.  (C.  H.  S.);  1889,  A.M.  (C.  H.  S.) ;  1889,  B.S. 
(Univ.  of  Pa.)  ;  1890-94,  Assistant  in  C.  H.  S. ;  1891,  Professor  of 

Psychology,  School  of  Pedagogy;    1894 ,   Professor  of  Physics 

and  Physical  Geography,  C.  H.  S. 

Author  of  various  articles  in  scientific  journals. 

f  ERNEST  LACY. 

Studied  at  Hastings  Academy  and  under  private  tutors.  1893-96, 
Instructor  in  Composition  and  Elocution,  C.  H.  S. ;  1896-99,  As- 
sistant Professor  of  English  Language  and  Literature;  1900 , 

Professor  of  English  Language  and  Literature,  C.  H.  S. 

Author  of  "  Plays  and  Sonnets." 


f  EDWARD  HORACE  LANDIS,  B.S. 

B.  16  November,  1876,  Reading,  Pa. 
Studied    at    Northeast    Manual    Training    School,    Philadelphia. 

1898,  B.S.  in  E.E.  (Univ.  of  Pa.)  ;    1898 ,  Instructor  in  Physics 

and  Chemistry,  C.  H.  S. 


t  FRANCIS  HERBERT  LEE,  A.B. 
B.  10  Jul>,  1872,  Philadelphia. 

1893,   A.B.    (Univ.   of   Pa.);     1893-95,    stock   broker;     1895-1900, 
Professor  of  Greek  and  Latin,  and  Head  of  Classical  Department, 

Temple  College,  Philadelphia;    1896 ,  Department  of  Philosophy, 

Univ.  of  Pa. ;    1900 ,  Instructor  in  Latin  and  History,  C.  H.  S. 


334  APPENDIX    B 

HENRY  LEFFMANN,  A.M.,  M.D.,  D.D.S.,  Ph.D. 
B.  9  September,  1847,  Philadelphia. 

1865,  A.B.  (C.  H.  S.)  ;    1869,  M.D.  (Jefferson  Medical  College)  ; 

1873 ,  Professor  of  Chemistry,  Wagner  Institute;    1874,   Ph.D. 

honoris  causa  (Wagner  Institute)  ;  1875-83,  Lecturer  on  Toxicology, 
Jefferson  Medical  College;  1876-80,  Assistant  Professor  of  Chem- 
istry, C.  H.  S.;  1884,  D.D.S.  (Pa.  Coll.  Dent  Surg.)  ;  1884-87, 
Port  Physician  of  Philadelphia,  also  from  1891-92 ;  1890-94,  Chemist 
to  State  Board  of  Health  of  Pennsylvania  and  to  Dairy  and  Food 
Commissioner;  1894,  A.M.  (C.  H.  S.)  ;  Professor  of  Chemistry 
at  Philadelphia  Polyclinic,  Pennsylvania  College  of  Dental  Surgery, 
and  Woman's  Medical  College  of  Pennsylvania. 

Author  of  "  Elements  of  Chemistry,"  "  Analysis  of  Milk  and  Milk 
Products,"  "  Sanitary  Relations  of  the  Coal-Tar  Colors"  from  the 
German  of  Th.  Weyl,  and  "  Structural  Formulae."  Also  author  and 
editor  of  many  other  scientific  works. 

EDWIN  LEIBFREED,  A.M.,  Ph.D. 

B.  22  December,  1865,  Philadelphia. 

1884,  A.B.  (C.  H.  S.)  ;  1889,  A.M.  (C  H.  S.)  ;  studied  at  Univ. 
of  Pa.;  1888-93,  taught  at  Peirce  School,  Philadelphia;  1890  and 
1895,  studied  economics  at  Leipsic  and  Dresden  (Summer  Course)  ; 
1893-98,  Professor,  Drexel  Institute,  Philadelphia,  1899-1900,  In- 
structor, C  H.  S. ;  1900,  Ph.D.  (Rutherford  College). 

f  THOMAS  MONTGOMERY  LIGHTFOOT,  M.S.,  Ph.D. 

B.  15  December,  1865,  Germantown,  Pa. 

1884-88,  B.S.  (Swarthmore  College) ;  1889,  certificate  in  Biology 
(Univ.  of  Pa.)  ;  1890,  M.S.  (Swarthmore  College)  ;  1893,  Ph.D. 
(Univ.  of  Pa.)  ;  1891-92,  Student  Assistant  in  Geology  and  Miner- 
alogy, Univ.  of  Pa. ;  1893-94,  Instructor,  Boys'  High  School,  Read- 
ing, Pa.;  1894-1900,  Instructor  in  Physics,  C.  H.  S. ;  1900 , 

Assistant  Professor  in  Physical  Science,  C.  H.  S. 

f  WILLIAM  JOHN  LONG,  A.M. 

B.  10  March,  1873,  Philadelphia. 
February,  1891,  A.B.  (C.  H.  S.)  ;    1896,  A.M.  (C.  H.  S.) ;    1896- 

1900,  Assistant  to  the  President  of  C.  H.  S. ;    1898 ,  graduate 

student  in  Romance  Languages,  Univ.  of  Pa.;  1900,  Instructor  in 
Romance  Languages  and  Literature,  C.  H.  S. 


APPENDIX    B  335 

ROMAIN  LUJEANE. 

B.  in  Italy. 

Studied  in  Vienna;  lived  some  years  in  Germany.  1859-60,  Pro- 
fessor of  German,  C.  H.  S. ;  Lieutenant- Colonel  ggth  Pennsylvania 
Volunteers;  resigned  1861. 


*  JAMES  LYND,  A.M. 

B.  1820,  Philadelphia.    D.  30  June,  1876,  Philadelphia. 

1845,  graduated  from  C.  H.  S. ;  1845-46,  Assistant,  C.  H.  S. ; 
Professor  of  Belles-Lettres,  Newark,  Del. ;  1849,  admitted  to  Phila- 
delphia Bar ;  1862,  Select  Council,  from  I3th  Ward ;  1863-66,  Presi- 
dent of  same ;  1866-68,  City  Solicitor,  Philadelphia ;  1870-76,  Judge 
of  Court  of  Common  Pleas,  No.  3. 

Author  of  "  First  Book  of  Etymology,"  "  Class-Book  of  Etymol- 
ogy," and  "  Key  to  Oswald's  Etymological  Dictionary  of  the  English 
Language." 


f  PHILIP  MAAS. 

B.  5  July,  1872,  Philadelphia. 

1890,  graduated  at  Central  Manual  Training  School;  1892-94, 

Univ.  of  Pa. ;  1894-99,  Instructor  in  Chemistry,  C  H.  S. ;  1899 > 

Assistant  Professor  in  Chemistry,  C.  H.  S. 

Published  "  Some  Niobium  and  Tantalum  Compounds"  (with  Dr. 

E.  F.  Smith,  Univ.  of  Pa.),  "  Atomic  Weight  of  Molybdenum"  (with 
Dr.  E.  F.  Smith,  Univ.  of  Pa.),  "  Method  of  Determining  Sulphur  in 
Roasted  Sulphide  Ores,"  and  other  scientific  articles  with  Dr.  H. 

F.  Keller,  C.  H.  S. 


*  ALEXANDER  JAY  MACNEILL,  A.M. 

B.  May,  1832.    D.  25  October,  1862,  Philadelphia. 
1848,  graduated  from  C  H.  S. ;    1852-53,  Assistant  in  C.  H.  S. ; 
J853-62,  Professor  of  Drawing,  Writing,  and  Bookkeeping,  C.  H.  S. ; 
resigned  to  accept  a  commission  in  the  navy. 


336  APPENDIX    B 

*  NICHOLAS  HARPER  MAGUIRE,  A.M. 

B.  21   September,  1814,  Burlington,  N.  J.     D.  29  June,  1899, 

Philadelphia. 

1833,  graduated  with  A.M.  from  St.  Mary's  College,  Maryland; 
taught  in  private  schools ;  1835,  Professor  of  Belles-Lettres,  Laurel 
High  College;  1842,  Principal  of  Coates  Street  (now  Hancock) 
School ;  1858-66,  Principal  of  C.  H.  S. ;  1870-94,  Principal  of  Hor- 
ace Binney  Combined  School;  1894-99,  retired  from  teaching. 

WILLIAM  ALBERT  MASON. 

B.  25  December,  1854,  Cambridge,  Mass. 

Graduate  of  Massachusetts  Institute  of  Technology;  graduated 
as  "  Art  Master"  from  Massachusetts  Normal  Art  School,  Boston. 
1876-77,  Teacher  of  Art  in  Massachusetts  Normal  Art  School ;  1877- 
78,  Supervisor  of  Drawing  in  Worcester  Schools ;  1880-83,  Director 
of  the  Art  Department  of  Ohio  State  University;  1883-87,  Vice- 
Principal,  Pennsylvania  Museum  and  School  of  Industrial  Art; 

1887-92,   Professor  of  Drawing,   C.  H.   S.;    1892 ,  Director  of 

Drawing  of  Philadelphia  Public  Schools. 

BERNARD  MAURICE,  A.M.,  LL.D. 

B.  12  February,  1837. 

Studied  at  College  of  Yonne ;  A.M.  and  LL.D.  (Univ.  of  Paris)  ; 
1861-62,  taught  at  N.  Y.  High  School;  1862-65,  at  Mt.  St.  Mary's 
College,  Md. ;  1865-72,  at  the  U.  S.  Naval  Academy ;  1890-98,  In- 
structor in  French,  C.  H.  S. ;  1899,  Professor  of  French,  C.  H.  S. 

Author  of  "  La  Grammaire  en  Action,"  "  Double  Entry  and  its 
Philosophy." 

*  JAMES  MCCLUNE,  A.M.,  LL.D. 

B.  1818.    D.  i  May,  1890,  Philadelphia. 

1835,  A.B.  (Princeton)  ;  1836-54,  taught  in  schools  in  Union  and 
Chester  Counties,  Pa. ;  Principal,  Harrison  Grammar  School,  Phila- 
delphia; 1855-77,  Professor  Higher  Mathematics  and  Astronomy  in 
C.  H.  S. 

Author  of  astronomical  reports  on  the  comet  of  1858,  the  No- 
vember meteors  of  1867,  eclipse  of  1869,  solar  spots  of  1870,  etc. 
Also  of  "A  History  of  the  Presbyterian  Church  in  the  Forks  of 
the  Brandy  wine." 


APPENDIX    B  ,  337 

f  HENRY  BULKLEY  MC!NTIRE. 

B.  10  October,  1872,  Philadelphia. 

Studied  at  Pennsylvania  Museum  and  School  of  Industrial  Art; 
1897-1901,  Instructor  in  Drawing,  C.  H.  S. 

*  HENRY  MCMURTRIE,  M.D. 

B.  1793,  Philadelphia.     D.  26  May,  1865. 

1814,  M.D.  (Univ.  of  Pa.)  ;  1839-61,  Professor  of  Anatomy  and 
Physiology,  C.  H.  S. 

Author  of  many  text-books  on  Anatomy;  also  a  translation  (the 
first  in  English)  of  Cuvier's  "  Animal  Kingdom ;"  "  Lexicon  Scien- 
tiarum." 

SAMUEL  MECUTCHEN,  A.M. 

B.  7  March,  1827,  County  Tyrone,  Ireland. 

1842,  graduated,  C.  H.  S.;  A.M.  (C.  H.  S.)  ;  1860-61,  Teacher, 
Oakdale  Unclassified  School;  1862-63,  Kingsessing  Boys'  Unclassi- 
fied School;  1864-69,  Washington  Boys'  Grammar  (G.  W.  Nebinger 
School)  ;  1877-81,  Professor  of  Higher  Arithmetic,  Commercial 
Calculations,  and  Mensuration,  C.  H.  S. 

Author  of  "  New  American  Arithmetics  and  Spellers,"  "  Graded 
Problems  in  Arithmetics  and  Mensuration."  Compiled  Butler's 
Readers  and  most  of  the  material  for  Harper's  1st,  2d,  3d,  and  4th 
Readers,  also  a  Pocket  Atlas  of  the  World. 

*  WILLIAM  NEWTON  MEEKS,  A.M. 

B.  November,  1848.    D.  19  November,  1878,  Philadelphia. 
1867,   A.B.    (C.   H.    S.) ;     Professor   of   Mathematics,    Episcopal 
Academy,  Philadelphia;    1868,  U.  S.  Coast  Survey;    1878,  Professor 
of  Belles-Lettres  and  Elocution,  C.  H.  S. 

f  JOHN  MATHER  MILLER,  A.M. 

B.  30  July,  1861,  Philadelphia. 

1879,  A.B.  (C.  H.  S.) ;  1884,  A.M.  (C.  H.  S.)  ;  1880-84,  Assistant 
and  Principal  in  elementary  schools  in  Philadelphia ;  1888-94,  In- 
structor in  English,  C.  H.  S. ;  1894-1900,  Assistant  Professor  in 

English  Language  and  Literature,   C.  H.   S. ;    1900 ,   Assistant 

Professor  of  Latin,  C.  H.  S. 

22 


338  APPENDIX    B 

f  BENJAMIN  WIESTLING  MITCHELL,  A.M.,  Ph.D. 

B.  24  March,  1861,  Harrisburg,  Pa. 

1883,  A.B.  (Princeton)  ;  1886,  A.M.  (Princeton)  ;  1889,  Ph.D. 
(Washington  and  Jefferson  College)  ;  1885-97,  East  Liberty  Acad- 
emy, Pittsburg,  Pa. ;  1897 ,  Professor  of  Latin  and  Head  of  the 

Department  of  Ancient  and  Modern  Languages,  C.  H.  S. 

Author  of  "  The  Essentials  of  Latin." 

f  JAMES  HUGH  FLEMING  MOFFATT,  A.B. 

B.  10  September,  1878,  Cumberland,  Md. 

1900,  A.B.  (Princeton)  ;  1900 ,  Instructor  in  English  and  His- 
tory, C.  H.  S. 

Managing  editor  Nassau  Literary  Magazine;  editor  of  "  A  His- 
tory of  Athletics  at  Princeton." 

f  JOHN  STOKES  MORRIS,  A.M. 

B.  24  June,  1873,  Moorestown,  N.  J. 

1891,  B.S.,  and  1892,  A.M.  (Haverford)  ;  1892-96,  studied  at 
Johns  Hopkins  University;  1896-1900,  Instructor  in  Mathematics, 
C.  H.  S. ;  1900 ,  Assistant  Professor  of  Mathematics,  C.  H.  S. 

ANDREW  J.  MORRISON,  Ph.D. 

B.  14  February,  1844,  Bucks  County,  Pa. 

Studied  at  elementary  schools,  C.  H.  S.,  and  Tennent  Academy. 
To  1881,  Assistant  and  Principal  in  various  elementary  schools; 
1881-83,  Professor  of  Mathematics,  C.  H.  S. ;  1883-98,  Assistant 

Superintendent   of    Schools,    Philadelphia;     1898 ,    Principal   of 

Northeast  Manual  Training  School;    1901,  Ph.D.    (Cedarville  Col- 
lege). 

f  PERCY  LANDRETH  NEEL,  A.B.,  B.S. 

B.  19  October,  1876,  Philadelphia. 

1893,  A.B.  (C.  H.  S.);  1897,  B.S.  in  M.E.  (Univ.  of  Pa.); 
1897 ,  Instructor  in  Chemistry  and  Physics,  C.  H.  S. 

f  JULIUS  LEDERER  NEUFELD,  A.B.,  E.E. 

B.  26  April,  1872,  Vienna,  Austria. 

1891,  A.B.  (C.  H.  S.)  ;  1894,  E.E.  (Lehigh)  ;  1894-99,  Instructor 
in  Mathematics  and  Drawing,  C.  H.  S. ;  1899 ,  Assistant  Pro- 
fessor of  Mathematics  and  Drawing,  C.  H.  S. 


APPENDIX    B  339 

*  JOHN  SEARCH  NEWTON,  M.D.,  Ph.G. 

B.  29  May,  1842,  Philadelphia.     D.  18  August,  1894. 
1866,  graduated  from  Philadelphia  College  of  Pharmacy;    1868-70, 
Assistant  in  Chemistry,  C.  H.  S. ;    1870,  M.D.    (Jefferson)  ;    1877, 
State  Medical  Director 'of  Georgia,  Alabama,  and  Florida. 

ISAAC  NORRIS,  A.M.,  M.D. 

B.  12  June,  1834,  Philadelphia. 

1852,  A.B.  (Univ.  of  Pa.)  ;  1855,  A.M.  (Univ.  of  Pa.)  ;  1855, 
M.D.  (Univ.  of  Pa.)  ;  1866-76,  Professor  of  Physics  and  Chemistry, 
C  H.  S. 

f  Louis  NUSBAUM,  A.B.,  Ph.B. 
B.  7  April,  1877,  Philadelphia. 

1893,  A.B.  (C.  H.  S.)  ;  1893-94,  School  of  Pedagogy;  1899,  Ph.B. 
(Illinois  Wesleyan  Univ.)  ;  1895,  Northern  Liberties  Night  School; 

1895-1900,    Assistant,    James    G.    Blaine    School;     1900 ,    Critic 

Teacher,  Department  of  Pedagogy,  C.  H.  S. 

Author  of  "A  Hundred  Songs  for  Public  Schools."     1899 , 

Associate  editor  of  The  Teacher. 

f  HENRY  W.  PATTEN,  Ph.B. 

B.  14  June,  1860,  Greenwich,  Conn. 

1882,  Connecticut  Normal  School;  1886,  Ph.B.  (Yale);  1900, 
Rochester  (N.  Y.)  Business  Institute;  1887-88,  Leals  School,  Plain- 
field,  N.  J. ;  1889-93,  University  School,  Chicago ;  1896-1900,  Gene- 
see  State  Normal  School  (N.  Y.)  ;  1900 ,  Instructor  in  Book- 
keeping and  Business  Practice,  C.  H.  S. 

f  JESSE  PAWLING,  JRV  A.M.,  B.S. 

B.  29  October,  1865,  Overbrook,  Pa. 

1888,  A.B.  (C.  H.  S.)  ;  1893,  A.M.  (C.  H.  S.)  ;  1893,  B.S.  (Cor- 
nell) ;  1894,  graduate  student,  Cornell ;  1894-95,  Columbian  Uni- 
versity; 1895-96,  Johns  Hopkins  University;  1890,  Teacher,  Rugby 
Academy ;  1894-96,  Nautical  Almanac  Office,  Computer ;  1895,  U.  S. 
Coast  and  Geodetic  Survey;  1887-96,  Private  Tutor,  Mathematics; 
1896 ,  Instructor  in  Physics,  C.  H.  S. 


340  APPENDIX    B 

*  REMBRANDT  PEALE. 

B.  22  February,  1778,  Bucks  County,  Pa.    D.  3  October,  1860, 

Philadelphia. 

1801-03,  studied  under  Benjamin  West,  in  London;  1807-09,  Art 
Galleries  of  Paris;  1827,  removed  to  Philadelphia;  1840-44,  Pro- 
fessor in  C.  H.  S. 

Author  of  "  An  Account  of  the  Skeleton  of  the  Mammoth,"  "  His- 
torical Disquisition  on  the  Mammoth,"  "  Notes  on  Italy,"  "  Graph- 
ics," "  Reminiscence  of  Art  and  Artists."  Edited  "  Portfolio  of  an 
Artist." 


f  GEORGE  LEWIS  PLITTV,  A.M. 

B.  8  January,  1861,  Phillipsburg,  N.  J. 

1882,  A.B.  (Univ.  of  Pa.)  ;  1892,  A.M.  (Univ.  of  Pa.)  ;  1884-85, 
Teacher,  Rugby  Academy ;  1885-87,  Teacher,  The  Forsythe  School ; 
1887-97,  Teacher  Martin's  School;  1897-1900,  Instructor  in  Latin 

and  Greek,  C.  H.  S. ;    1900 ,  Assistant  Professor  in  Latin  and 

Greek,  C.  H.  S. 


*  BENJAMIN  HOWARD  RAND,  A.M.,  M.D. 

B.  i  October,  1827,  Philadelphia.    D.  14  February,  1883,  Phila- 
delphia. 

1848,  M.D.  (Jefferson)  ;  1850,  A.M.  (C.  H.  S.)  ;  1850,  Professor 
of  Chemistry,  Franklin  Institute;  1853-64,  Professor  of  Chemistry, 
Philadelphia  Medical  College;  1859-64,  Professor  of  Chemistry,  C. 
H.  S. ;  1864-77,  Professor  of  Chemistry,  Jefferson  Medical  College. 

1859,  edited  3d  edition  Dr.  S.  L.  Metcalf  s  "  Caloric :  its  Agencies 
on  the  Phenomena  of  Nature."  Author  of  "  An  Outline  of  Medical 
Chemistry"  and  "  Elements  of  Medical  Chemistry." 


f  ALFRED  ZANTZINGER  REED,  A.M. 

B.  31  January,  1875,  Colorado  Springs,  Col. 
1897,  A.B.  (Harvard)  ;   1898,  A.M.  (Harvard)  ;   1897-98,  Teacher, 

Belmont  School,  Belmont,  Mass. ;    1898 ,  Instructor  in  Latin  and 

Pedagogy,  C.  H.  S. 


APPENDIX    B  341 

*  JAMES  RHOADS,  A.M. 

B.  i  April,  1811,  Haddington.  D.  3  May,  1886,  Philadelphia. 
Educated  at  Friends'  schools  in  Philadelphia  and  Westtown,  and 
at  Merion  Academy.  1832-35,  mercantile  pursuits;  1835-45,  Assist- 
ant and  Principal  in  elementary  schools  of  Darby  and  Philadelphia; 
1845-78,  Professor  of  History,  Belles-Lettres,  and  Elocution  in 
C  H.  S. 

GEORGE  INMAN  RICHE,  A.M. 

B.  21  January,  1833,  Philadelphia. 

1851,  A.B.  (C.  H.  S.)  ;  1854,  admitted  to  Philadelphia  Bar;  1856, 
A.M.  (C.  H.  S.)  ;  1860-62,  member  of  Board  of  School  Controllers; 
1864,  Paymaster,  U.  S.  army;  1864-67,  member  of  Common  Council, 
Philadelphia;  1866-86,  President,  C.  H.  S. 

*  JACOB  GUYON  HIBBS  RING,  JR.,  A.M. 

B.  6  March,   1838,   Philadelphia.     D.   I   October,   1878,   Car- 
lisle, Pa. 

1856,  A.B.  (C.  H.  S.) ;  1861,  A.M.  (C.  H.  S.) ;  1856-59,  taught 
at  Chester  and  Carlisle ;  1859-63,  Assistant,  C.  H.  S. ;  1863-66,  Pro- 
fessor of  Latin,  C.  H.  S. ;  1866-78,  in  business. 

*  FREDERICK  A.  ROESE. 

B.   17  April,   1807,  Lubeck,   Holstein.     D.   17  October,   1867, 

Philadelphia. 

1846,  came  to  America;  1854-56,  Professor  of  German,  C.  H.  S. ; 
1856,  Teacher  of  private  classes. 

t  JONATHAN  TAYLOR  RORER,  JR.,  A.M.,  Ph.D. 

B.  21  August,  1871,  West  Chester,  Pa. 

1889,  A.B.  (C  H.  S.)  ;  1894,  A.M.  (C.  H.  S.)  ;  1890-92,  Haver- 
ford  College;  1894-95,  Colorado  College;  1895,  A.B.  (Colorado 
College)  ;  1896-1900,  graduate  student  in  Astronomy  and  Mathe- 
matics, Univ.  of  Pa.;  1901,  Ph.D.  (Univ.  of  Pa.);  1894-95,  In- 
structor in  English  and  Mathematics,  Colorado  College;  1895-1900, 

Instructor  in  Mathematics,  C.  H.  S. ;    1900 ,  Assistant  Professor 

of  Mathematics,  C.  H.  S. 


342  APPENDIX    B 

*  JOHN  SANDERSON. 

B.  1783,  near  Carlisle,  Pa.    D.  5  April,  1844,  Philadelphia. 

1806,  studied  law,  Philadelphia;  Associate  Principal,  Clermont 
Seminary ;  1840-44,  Professor  of  Latin  and  Greek,  C  H.  S. 

Author  of  "  Biography  of  the  Signers  of  the  Declaration  of  Inde- 
pendence" (in  connection  with  his  brother,  J.  H.  Sanderson)  ;  1838, 
"Sketches  of  Paris"  (republished  in  London  as  "The  American  in 
Paris")  and  "  The  American  in  London." 


WILLIAM  L.  SAYRE. 

B.  24  April,  1840,  Philadelphia. 

Educated  in  Philadelphia  elementary  schools  and  C.  H.  S.  1857, 
Teacher  in  Bucks  County,  Pa. ;  1863-1885,  Teacher  and  Principal  in 
elementary  schools,  Philadelphia;  1885,  Vice-Principal,  Central 
Manual  Training  School ;  1886,  Professor  of  Drawing,  C.  H.  S. ; 
1887 ,  Principal  of  Central  Manual  Training  School,  Phila- 
delphia. 

*  HENRY  SAYLOR  SCHELL,  A.M.,  M.D. 
B.  i  June,  1835.    D.  15  March,  1890. 

1853,  A.B.  (C.  H.  S.)  ;  1853-54,  Assistant  in  C.  H.  S. ;  1857, 
graduated  from  Medical  Department,  Univ.  of  Pa. 


f  ELLIS  ANSTETT  SCHNABEL,  A.M. 

B.  3  May,  1870,  Bethlehem,  Pa. 

1891,  A.B.  (Lehigh)  ;    1893,  A.M.  (Lehigh)  ;    1891-97,  Instructor 
in  Latin  and  Greek,  C.  H.  S. ;    1897-99,  Assistant  Professor  of  Latin 

and  Greek,   C.   H.   S.;    1899 ,   Professor  of  Latin  and  Greek, 

C.  H.  S. 


f  GEORGE  WASHINGTON  SCHOCK,  A.M.,  Sc.D. 

B.  4  August,  1825,  Montgomery  Co.,  Pa. 

1845-75,  Assistant  and  Principal  in  elementary  schools,  Philadel- 
phia and  Montgomery  Co.;    1874,  A.M.  honoris  causa  (Princeton)  ; 

1875 ,  Professor  of  Higher  Mathematics,  C.  H.  S. ;    1895,  Sc.D. 

honoris  causa  (C.  H.  S.). 


APPENDIX    B  343 

f  GEORGE  WASHINGTON  SCHWARTZ,  A.M.,  Ph.B. 

B.  10  June,  1858,  Philadelphia. 

Partial  Course,  C.  H.  S.  1883,  Ph.B.;  1886,  A.M.  (Dickinson 
College)  ;  1883-92,  taught  at  Mount  Holly  Academy ;  1893-96, 
Temple  College,  Philadelphia;  1896-97,  Ashbourne  High  School, 
Pa. ;  1897 ,  Instructor  in  German,  C.  H.  S. 

*  OLIVER  ABBOTT  SHAW. 

B.  May,  1799,  Lexington,  Mass.    D.  4  April,  1855,  Yazoo  City, 

Miss. 

1821,  graduated  from  Yale  College;  1822,  Teacher,  Jamaica,  L.  I.; 
1823-24,  studied  law  in  New  Haven ;  1825-33,  Teacher  in  Richmond, 
Va. ;  1834,  taught  in  Philadelphia;  1841-43,  Professor  in  C.  H.  S. 
After  leaving  C.  H.  S.  studied  for  ministry  and  took  orders  in  the 
Episcopal  Church. 

*  ELVIN  KEYSER  SMITH. 

B.  April,  1826.    D.  25  March,  1900,  at  Lambertville,  N.  J. 
1840,  graduated  from  C.  H.  S. ;    1843-44,  Assistant  in  C.  H.  S. ; 
afterwards  was  ordained  in  the  Episcopal  Church. 

f  ALBERT  HENRY  SMYTH. 

B.  18  June,  1863,  Philadelphia. 

1882,  A.B.  (C.  H.  S.)  ;  1886,  A.B.  honoris  causa  (J.  H.  U.)  ; 

1886 ,  Professor  of  the  English  Language  and  Literature,  C.  H.  S. ; 

1893 ,  Head  of  Department  of  the  English  Language  and  Litera- 
ture, C.  H.  S. 

Editor  of  "  Shakespeariana ;"  author  of  "  American  Literature," 
"  The  Philadelphia  Magazines  and  their  Contributors,"  "  Bayard 
Taylor,"  and  "  Shakespeare's  Pericles  and  Apollonius  of  Tyre." 
Also  editor  of  various  literary  texts. 

f  MONROE  BENJAMIN  SNYDER,  A.M. 

B.  13  March,  1848,  near  Quakertown,  Pa. 

1866-68,  Pennsylvania  College;  1872,  A.B.  (Univ.  of  Mich.); 
1875,  A.M.  (Univ.  of  Mich.)  ;  1873-80,  Adjunct  in  Higher  Mathe- 
matics and  Astronomy,  C.  H.  S. ;  1880 ,  Professor  of  Astronomy 

and  Applied  Mathematics,  C.  H.  S. ;    1896 ,  Head  of  Department 


344  APPENDIX    B 

of  Mathematics,  C  H.  S. ;   1897 ,  Director  of  Philadelphia  Obser- 
vatory. 

Editor  of  "The  Report  of  the  U.  S.  Electrical  Conference;" 
author  of  "  The  Establishment  of  a  National  Bureau  of  Physical 
Standards;"  "Survivals  of  Astrology;"  also  of  astronomical  con- 
tributions in  national  and  scientific  publications. 

f  JOHN  DUNCAN  SPAETH,  A.B.,  Ph.D. 
B.  27  September,  1868,  Philadelphia. 

1888,  A.B.  (Univ.  of  Pa.)  ;  1888-90,  Lutheran  Theological  Sem- 
inary, Philadelphia;  1893,  Ph.D.  (Leipsic)  ;  1893-94,  Professor  of 
the  English  Language  and  Literature,  Gustavus  Adolphus  College, 
St.  Peter,  Minn.;  1894-96,  Instructor  in  History,  Latin,  and  Eng- 
lish Literature,  C.  H.  S. ;  1896 ,  Professor  of  English  Philology, 

C.  H.  S. 

Author  of  "  Syntax  of  the  Anglo-Saxon  Poem  '  Daniel ;' " 
"  Christian  Theology  in  Browning's  Poetry." 

*  LEMUEL  STEPHENS. 

B.  1815  (?).  D.  28  March,  1892,  Philadelphia. 
1835,  graduate  of  Harvard;  1835-39,  taught  in  Pittsburg;  1840- 
43,  studied  at  Universities  of  Gottingen  and  Berlin;  1843-50,  Pro- 
fessor of  Chemistry,  Western  Univ.  of  Pa.;  1850-65,  Professor 
of  Chemistry,  Girard  College;  1865-66,  Professor  of  Chemistry 
and  Physics,  C.  H.  S. 


f  MAX  STRAUBE. 

B.  at  Erfurt,  Prussia. 

Educated  at  Universities  of  Leipzig  and  Heidelberg.  1865,  ad- 
mitted to  practice  at  Philadelphia  Bar;  taught  in  Seminary  in  Vir- 
ginia and  in  High  School  of  Sacramento,  Cal. ;  1874 ,  Professor 

of  German  at  C.  H.  S. 


*  DANIEL  STROCK,  A.M. 

B.  20  November,  1824.     D.  18  October,  1850. 
1844,  graduated   (C.  H.  S.)  ;    1850,  A.M.    (C.  H.  S.)  ;    1844-45, 
Assistant,  C.  H.  S. ;    1845,  taught  at  New  London  Cross  Roads. 


APPENDIX    B  345 

*  GEORGE  STUART,  A.M. 

B.  August,  1831.    D.  16  March,  1897,  Philadelphia. 

1852,  A.B.  (C.  H.  S.)  ;  1853-56,  Assistant,  C.  H.  S.;  1856-58, 
Tutor,  Latin  and  Greek,  Haverford  College;  1857,  A.M.  (C.  H.  S.)  ; 
1859-62,  Professor  of  English,  Girard  College;  1862-66,  Principal 
of  Grammar  School ;  1866-97,  Professor  of  Latin,  C.  H.  S. ;  1894-97, 
Head  of  Department  of  Ancient  and  Modern  Languages,  C.  H.  S. 

Co-editor  of  "  Chase  and  Stuart's  Series  of  Latin  Texts"  and 
author  of  "  The  Raison  d'  Etre  of  the  Public  High  School." 

*  FRANKLIN  TAYLOR. 

B.  22  January,  1818,  Kennett  Square,  Pa.    D.  16  April,  1890, 

Philadelphia. 

Attended  Harvard  University  two  years,  and  Heidelberg  Univer- 
sity, Germany.  Travelled  extensively  in  Europe  and  Asia.  Super- 
intendent of  Schools,  Chester  Co.  1872-75,  Professor  of  Natural 
Sciences,  West  Chester  Normal  School;  1875-78,  Teacher  in  Martin 
Academy,  Kennett  Square,  and  private  schools ;  1878-86,  Professor 
of  English  Literature,  C.  H.  S ;  1886-88,  President,  C.  H.  S. ;  Presi- 
dent of  Baltimore  Central  Railroad ;  Collector  of  Internal  Revenue. 

f  ROBERT  ELLIS  THOMPSON,  A.M.,  S.T.D. 

B.  5  April,  1844,  near  Lurgan,  Ireland. 

1859,  entered  C.  H.  S. ;  1865,  A.B.  (Univ.  of  Pa.)  ;  1866,  Reformed 
Presbyterian  Theological  Seminary;  1868,  A.M.  (Univ.  of  Pa.); 
1868-70,  Instructor  in  Latin  and  Mathematics,  Univ.  of  Pa. ;  1870- 
71,  Instructor  in  History;  1871-83,  Professor  of  Social  Science; 
1883-92,  John  Welsh  Professor  of  History  and  English  Literature, 
Univ.  of  Pa. ;  1885,  Lecturer  on  "  Protective  Tariff,"  Harvard ; 
1886-87,  Lecturer  on  "  Protection  to  Home  Industry,"  Yale ; 

1892 ,  Professor  of  History,  Literature,  and  Economics,  Wagner 

Institute;  1894 ,  President  and  Professor  of  Ethical  and  Polit- 
ical Science,  C  H.  S. 

Published  "  Social  Science  and  National  Economy,"  "  Elements 
of  Political  Economy,"  "  The  Divine  Order  of  Human  Society," 
"  The  History  of  the  Presbyterian  Churches  of  the  United  States," 
"  Political  Economy  for  High  Schools  and  Academies,"  "  Protection 
to  Home  Industry." 

1870-80,  editor  of  The  Penn  Monthly;"  1880-91,  editor  of  The 
American. 


346  APPENDIX    B 

ELIHU  THOMSON,  A.M. 

B.  29  March,  1853,  Manchester,  Eng. 

1870,  A.B.  (C  H.  S.)  ;  1875,  A.M.  (C.  H.  S.)  ;  1870-76,  Assistant, 
C.  H.  S. ;  1876-80,  Professor  of  Chemistry  and  Physics ;  1875,  Pro- 
fessor of  Chemistry,  Artisans'  Night  School ;  1876-77,  lectured  on 
"  Electricity,"  Franklin  Institute ;  1880 ,  Electrician  to  the  Gen- 
eral Electric  Company. 

Author  of  nearly  two  hundred  inventions  relating  to  arc  lighting, 
incandescent  lighting,  motor  work  induction  systems,  and  similar 
applications;  inventor  of  a  system  of  electric  welding,  etc. 


FRANCIS  NEWTON  THORPE,  Ph.D. 

B.  16  April,  1857,  Swampscott,  Mass. 

1883,  Ph.D.  (Syracuse  Univ.);  1885,  admitted  to  the  bar;  1885- 
98,  Fellow  and  Professor  of  American  Constitutional  History,  Univ. 
of  Pa.;  1886,  Substitute  Professor  of  History  and  Literature,  C. 
H.  S. 

Author  of  "  The  Government  of  the  People  of  the  United  States," 
"  Benjamin  Franklin  and  the  University  of  Pennsylvania,"  "A  Con- 
stitutional History  of  the  American  People,"  "  The  Constitutional 
History  of  the  United  States,"  "  A  History  of  the  American  People," 
"  The  Life  of  William  Pepper,  M.D.,  LL.D.,"  etc. 


*  WILLIAM  CROZIER  TODD,  A.M. 

B.  12  April,  1859,  Philadelphia.    D.  30  December,  1888. 
1879,  A.B.  (C.  H.  S.) ;    1884,  A.M.  (C.  H.  S.)  ;    1887-88,  Substi- 
tute Teacher  of  Geometry,  C.  H.  S. 


*  EDWARD  WILLIAM  VOGDES,  A.M.,  M.D. 

B.  27  August,  1830,  Philadelphia.    D.  18  October,  1887,  Phila- 
delphia. 

1848,  graduated  from  C  H.  S. ;  1851,  M.D.  (Univ.  of  Pa.)  ; 
1854-58,  Assistant,  C.  H.  S. ;  1858-80,  Professor  of  Moral,  Mental, 
and  Political  Science;  1880-87,  Professor  of  Belles-Lettres  and 
Elocution,  C.  H.  S. 


APPENDIX    B  347 

*  WILLIAM  VOGDES. 

B.  29  December,  1802,  Philadelphia.    D.  29  January,  1886. 

1832,  admitted  to  Philadelphia  Bar;  1834-38,  Auditor  of  Phila- 
delphia County;  1838-61,  Professor  of  Mathematics,  C.  H.  S. 

Published  "  United  States  Arithmetic"  and  "  Elementary  Treatise 
on  Mensuration  and  Practical  Arithmetic." 

WILLIAM  HENRY  WAHL. 

B.  14  December,  1848,  Philadelphia. 

1860-63,  studied  at  C.  H.  S. ;  1867,  A.B.  (Dickinson)  ;  1869,  A.M., 
Ph.D.  (University  of  Heidelberg)  ;  1870-76,  Lecturer  at  Franklin 
Institute;  1872-73,  Substitute  at  C.  H.  S. ;  1874-80,  Lecturer  at 
Wagner  Institute;  Secretary  of  Franklin  Institute. 

Author  of  "  Galvanoplastic  Manipulation,"  "  Constructive  Arts ;" 
translator  of  Karl's  "  Manual  of  Assaying ;"  editor  of  Journal  of 
Franklin  Institute,  etc. 

f  JOHN  CHARLES  WALKER,  Ph.D. 

B.  31  August,  1864,  North  Ridgeway,  N.  Y. 

1892,  Ph.B.  (Cornell)  ;  1898,  Ph.D.  (Cornell)  ;  1893,  1896-97, 
Univ.  of  Paris ;  1894-95,  Johns  Hopkins  Univ. ;  1897,  Madrid. 

1887-88,  Teacher  in  Mathematics,  Starkey  Seminary;  1893-94, 
Instructor  in  French,  Univ.  of  Iowa;  1898-99,  Instructor  in  French, 
Cascadilla  School,  Ithaca,  N.  Y.;  1899 ,  Professor  of  the  Ro- 
mance Languages,  C.  H.  S. 

EMILE  WALLISER,  A.B. 

B.  22  December,  1876,  Philadelphia. 

1897,  A.B.  (C.  H.  S.)  ;  Philadelphia  School  of  Pedagogy;  post- 
graduate course  in  German,  Univ.  of  Pa.;  1899-1900,  Teacher  in 
Public  Night  School;  1900-1901,  Instructor  in  German,  C.  H.  S. 

ULYSSES  GRANT  WEATHERLY,  A.B.,  Ph.D. 

B.  21  April,  1865,  Indianapolis,  Ind. 

1890,  A.B.  (Colgate  Univ.,  N.  Y.)  ;  1890-91,  Principal  Marathon 
Regents  Academy,  N.  Y. ;  1891-93,  graduate  work  in  History  and 
Political  Science,  Cornell  Univ.;  1893-94,  Fellow  in  Modern  His- 
tory, Cornell,  studying  at  Heidelberg  and  Leipzig  Universities; 
1894,  Ph.D.  (Cornell)  ;  1895,  February  to  June,  Substitute  in  His- 


348  APPENDIX    B 

tory,   C.   H.    S. ;     1895 ,   Professor  of  History  and   Economics, 

Indiana  University. 

Author  of  "  Evolution  as  related  to  Historical  Study,"  "  Lichten- 
stein,  a  Miniature  European  State,"  and  other  historical  essays. 


WILLIAM  WEINRICH,  JR. 

1898-1900,  Laboratory  Assistant  in  Applied  Mathematics,  C.  H.  S. ; 
1900 ,  United  States  Coast  and  Geodetic  Survey. 

*  JOSEPH  WHARTON,  A.M. 

B.   March,    1812,    Philadelphia.     D.   30  August,    1838,   Phila- 
delphia. 

1826,  entered  Univ.  of  Pa. ;    1838,  elected  Professor,  C.  H.  S.,  but 
did  not  enter  on  active  duties. 


WILLIAM  HENRY  WILLIAMS,  A.M.,  M.D. 

B.  April,  1840. 

Graduated  with  Thirtieth  Class,  C.  H.  S.  1858-59,  Assistant, 
C.  H.  S. ;  studied  law  with  Benjamin  Gerhard,  Esq.,  and  admitted 
to  the  Bar  about  1861 ;  1862,  A.M.  (C.  H.  S.) 


f  HENRY  WILLIS,  A.M. 

B.  21  January,  1852,  Philadelphia. 

1870,  A.B.   (C.  H.  S.)  ;    1871-86,  Instructor  in  English  Classics 
and  Mathematics  at  West  Penn  Square  Academy  and  at  Dr.  Faires's 

Academy,  Philadelphia;    1886 ,  Professor  of  History,  C.  H.  S.; 

1895 ,  Head  of  Department  of  History,  C.  H.  S. 


*  JOSEPH  WASHINGTON  WILSON,  A.M. 

B.  22  February,  1838,  Philadelphia.     D.  21  February,  1880. 

1855,  A.B.  (C.  H.  S.)  ;  taught  at  Episcopal  Academy,  Philadel- 
phia, and  in  Germantown;  Principal  of  Norristown  High  School; 
1861,  A.M.  (C.  H.  S.)  ;  1862-78,  Professor  of  Mathematics,  C.  H.  S.; 
1878-80,  Professor  of  English  Literature,  C.  H.  S. 

Author  of  "  An  Elementary  Algebra." 


APPENDIX    B  349 

*  ENOCH  COBB  WINES,  A.M.,  D.D.,  LL.D. 

B.  17  February,  1806,  Hanover,  N.  J.  D.  10  December,  1879, 
Cambridge,  Mass. 

1827,  graduated  at  Middlebury;  1829,  Teacher  of  midshipmen, 
U.  S.  navy;  1832,  Edgehill  School,  Princeton,  N.  J. ;  1838-41,  Pro- 
fessor in  C.  H.  S.,  subsequently  purchased  a  Classical  School  at 
Burlington,  N.  J. ;  1853,  D.D.  (Middlebury)  ;  1853,  chair  of  Ancient 
Languages,  Washington  College,  Pa.;  1857,  LL.D.  (Washington); 
1859,  President,  City  University,  St.  Louis,  Mo.;  1878,  Honorary 
President  of  International  Penitentiary  Congress  at  Stockholm. 

Author  of  "  Two  Years  and  a  Half  in  the  Navy,"  "  A  Trip  to 
China,"  "  Hints  on  Popular  Education,"  "  How  shall  I  govern 
my  School  ?"  "  Commentaries  on  the  Laws  of  the  Hebrews,"  "  Adam 
and  Christ,"  "  Historical  and  Farewell  Discourses,"  "  Treatise  on 
Regeneration,"  "The  True  Penitent,"  "An  Essay  on  Temptation," 
"  The  Prisons  and  Reformatories  of  the  United  States  and  Canada," 
"  The  Promises  of  God,"  "  State  of  Prisons  and  Child-Saving  In- 
stitutions." 


APPENDIX  C 


RECORD   OF    COMMENCEMENTS. 

Date.  Place.  Certificates. 

July  15,  1842.      Juniper  Street  School  ........  {  25  Ful1  Course. 

1    i  Partial  Course. 
Dec.  24,  1842.  "          "      ..........  3  Partial  Course. 

July  15,  1843.  «      ..........  7  Partial  Course. 

Dec.  22  1843  "  "  "  f  22  Full  Course. 

1  18  Partial  Course. 
July  13,  1844.  "  "  "  ........  1  16  Full  Course. 

I  13  Partial  Course. 

Feb.  6,  1845.  "  "  "  {  I2  Ful1  Course. 

1  18  Partial  Course. 

July  15,  1845.  "  "  "  .  .  /  l6  Ful1  Course. 

I  20  Partial  Course. 

Feb.  12,  1846.         «•  "          "  .  .  {  l8  Ful1  Course. 

I  29  Partial  Course. 
July  15  1846.  "  "  "  1  19  Full  Course. 

1  17  Partial  Course. 

Feb.  n,  1847.          "  "          "  .  .  i  ll  Fuli  Course. 

^  32  Partial  Course. 

July  22,  1847.  "  "  »  .  .  {  J4  Ful1  Course. 

131  Partial  Course. 

Feb.  17,  1848.     Musical  Fund  Hall  .........  j  20  Ful1  Course. 

1  27  Partial  Course. 

July  20,  1848.      Chinese  Museum  ............  {  l6  Ful1  Course. 

1  40  Partial  Course. 

Feb.  15,  1849-     Musical  Fund  Hall  ..........  {  l8  Ful1  Course' 

1  36  Partial  Course. 

July  19,  1849.      Chinese  Museum  ...........  {  3*  Full  Course. 

I  25  Partial  Course. 

Feb.  21,  1850.     Musical  Fund  Hall  ..........  f  18  B.  A.     31  M.  A. 

1   8  Partial  Course. 


July  18,  1850.  "  "        "      ..........  {  24  R  A      l8  M-  A" 

I  21 

350 


48  Partial  Course. 

24  R  A;  ,  l8  M-  A" 
21  Partial  Course. 


APPENDIX    C  351 

Date.  Place.  Certificates. 

Feb.  13,  1851.     Musical  Fund  Hall  . .  . .  /  J7  B-A-     I2  M-A- 

<-  33  Partial  Course. 

July  17,  1851.  "  "        "  ..{'SS-A.     loM.A. 

1 32  Partial  Course. 

Feb.  12,  1852.          "  "        «  ..{I6B-A-     2M-A- 

1 24  Partial  Course. 

July  15,  1852.  "  "        "      fi6B.A.     4M.A. 

1 21  Partial  Course. 

Feb.  10,  1853.  "  "        "  ..(I8RA-     9M.A. 

1 24  Partial  Course. 

July  21,  1853.  "  "        "  ..{23B-A.     8M-A. 

t  22  Partial  Course. 

Feb.  9,  1854.  "  "        "  ..(^B-A-     7M.A. 

1 29  Partial  Course. 

Tulvn   18*1       ConcertHall f  21  B.A.     12  M.A. 

(Chestnut  Street  above  Twelfth.)  I  34  Partial  Course. 

Feb.  15,  1855.     Musical  Fund  Hall {  l8  B' A;  ,  9  M- A- 

1 47  Partial  Course. 

July  12,  1855.  "  ••        "      J30B.A      I4M.A. 

1 29  Partial  Course. 

Feb.  14,  1856.  "  ••        « |2iB.A.     ir  M.A. 

1 42  Partial  Course. 

July  10   i8s6       National  Hall f  23  B. A.     12  M.A. 

(Market  Street  near  Thirteenth.)  I  40  Partial  Course. 

Feb   12   18^7     Jayne's  New  Hall f  18  B.A.     14  M.A. 

(Chestnut  Street  below  Seventh.)  I  51  Partial  Course. 

July  16,  1857.      Jayne's  New  Hall. .  /  32  B.A.     10  M.A. 

1 38  Partial  Course. 

Feb.  n,  1858.  "          "      "    f  19  B.A.     ii  M.A. 

'  1 32  Partial  Course. 

July  15,  1858.      Academy  of  Music (  23  B- A-     14  M.A. 

1 34  Partial  Course. 

Feb.  10,  1859.     Jayne's  New  Hall /  2I  B- A-     10  M.A. 

1 32  Partial  Course. 

July  14,  1859.      Academy  of  Music /  37  B.A.     n  M.A. 

1 33  Partial  Course. 

Feb.  16,  1860.  "  "          1 25  B.A.     n  M.A. 

I  27  Partial  Course. 

July  12,  1860.      Concert  Hall . .  /  26  B- A-     J7  M.A. 

1 26  Partial  Course. 


352 


APPENDIX    C 


place  Certificates. 

r  31  B.A.  15  M.A. 
Feb.  14,  1861.  Concert  Hall -\^  partial  Course. 

f  14  B.A.  18  M.A. 
July  ii,  1861.  Academy  of  Music \  JQ  partial  Course. 

f  24  B.A.  10  M.A. 
Feb.  13,  1862.  X  20  Partial  Course. 

f  21  B.A.  15  M.A. 
July  10,  1862.  '  \  I3  partial  Course. 

f  14  B.A.  8  M.A. 
Feb.  12,  1863.  '  \  2I  Partial  Course. 

f  12  B.A.  12  M.A. 
July  16,  1863.  '  X  6  Partial  Course. 

f  16  B.A.  16  M.A, 
Feb.  ii,  1864.  '  \  18  Partial  Course. 

f  19  B.A.  17  M.A. 
July  14,  1864.  '  X  19  Partial  Course. 

/  24  B.A.     29  M.A. 

Feb.  16,  1865.  X  12  Partial  Course. 

f  16  B.A.     17  M.A. 

July  13,  1865.  '  \  16  Partial  Course. 

f  15  B.A.     14  M.A. 

Feb.  13,  1866.  '  X  10  Partial  Course. 

f  13  B.A.  9  M.A. 
July  12,  1866.  Musical  Fund  Hall \  IQ  Partial  Course. 

/22  B.A.     ii  M.A. 
Feb.  14,  1867.    Academy  of  Music -\IQ  partial  Course. 

/  15  B.A.     14  M.A. 
July  ii,  1867.  '  \  15  Partial  Course. 

f  16  B.A.  5  M.A. 
Feb.  13,  1868.  ' '  \  6  Partial  Course. 

f  17  B.A.  3  M.A. 
July  9,  1868.  '  1 17  Partial  Course. 

r  17  B.A.  6  M.A. 
Feb.  16,  1869.  '  \  l6  Partial  Course. 

r  15  B.A.     12  M.A. 
July  8,  1869.  '  X  20  Partial  Course. 

f  18  B.A.     18  M.A. 
Feb.  10,  1870.  X  10  Partial  Course. 

f  21  B.A.  9  M.A. 
July  7,  1870. X  14  Partial  Course, 


APPENDIX    C  353 

Place  Certificates. 

Date'  f  21  B.A.     i4M.A. 

Feb.  21,  1871.     Academy  of  Music \^  Partial  Course. 

f  19  B.  A.    8  M.  A. 
July  6,  1871.  I  20  Partial  Course. 

f  23  B.A.     15  M.A. 
Feb.  17,  1872.  \  34  Partial  Course. 

(-346.  A.    8M.A. 
July  3,  1872.  '  \  32  partial  Course. 

f  30  B.A.     2M.A. 
Feb.  13,  1873.  \  34  partial  Course. 


{33B.A.     9M.A. 


June  27,  1873.  '  \  29  partial  Course. 

f  29  B.A.     ii  M.A. 

Feb.  19,  1874.  '  \  28  Partial  Course. 

f  30  B.A.     8  M.A. 

June  24,  1874.  '  \  30  partial  Course. 

f  25  B.A.     13  M.A. 

Feb.  ii,  1875.  "130  Partial  Course. 

("42  B.A.     ii  M.A. 

June  30,  1875.  \  3I  partial  Course. 

f  40  B.A.     15  M.A. 

Feb.  17,  1876.  1 33  Partial  Course. 

f  25  B.A.     5  M.A. 

June  28,  1876.  '  \  50  partial  Course. 

r  31  B.A.     15  M.A. 

Feb.  15,  1877-  '  1 33  Partial  Course. 

f  25  B.A.     ii  M.A. 

June  27,  1877.  1 27  Partial  Course. 

f  27  B.A.     21  M.A. 

Feb.  14,  1878.    Association  Hall \£  Partial  Course. 

f3i  B.A.     ii  M.A. 

June  26,  1878.  '  \  27  partial  Course. 

f  27  B.A.     10  M.A. 

Feb.  13,  1879.  1 17  Partial  Course. 

f  25  B.A.     7  M.A. 

June  25,  1879.  '  \ 3o  Partial  Course. 

f  27  B.A.     7  M.A. 

Feb.  ii,  1880.  '  1 19  Partial  Course. 

f  28  B.A.     14  M-A- 
June  30,  1880.  '  \  32  Partial  Course. 

23 


354  APPENDIX    C 

Date.  Place.  Certificates. 

f  25  B.  A.      20  M.  A. 

June  29,  1881.     Assoaation  Hall  ............  |      ^^  Course 

J—  8.X88,  «  « 


f  24  B.  A.     13  M.A. 
June  27,  1883.  ............  \ 


25PartialCourse. 


Feb.  12,1885.  "  "     ............  f  34  B.  A     12  M.A. 

1  19  Partial  Course. 

June25,  1885.  "  "     ............  J22B.A      iiM.A. 

1  22  Partial  Course. 

Feb.  n,  1886.  "  "     ............  (25B.A.     i  M.A. 

*-  ii  Partial  Course. 

June  24,  1886.  "  "     ............  J32B.A.     10  M.A. 

1  27  Partial  Course. 

Feb.  10,  1887.     Chestnut  Street  Opera  House/29  B'A> 

1  30  Partial  Course. 

June  30,  1887.  "  "          "  "      1  30  B.  A     8  M.  A. 

1  17  Partial  Course. 

Feb.  16,  1888.  "  «          "  "      |4oB.A      I6M.A. 

1  27  Partial  Course. 

June  28,  1888.  «  "          "  "       f  40  B.  A.     17  M.A. 

1  17  Partial  Course. 

Feb.  14,1889.  "  "          "  "      j  32  B.  A     6  M.A. 

1  18  Partial  Course. 

June  27,  1889.  «  "          "  "      j  26  B.  A     3  M.A. 

1  12  Partial  Course. 

Feb  n  1800  "  "         "          "      /22B.A.    4  M.A. 

I   8  Partial  Course. 

June  26,  1890.  "  «          ••  '«      j^B.A     6M.A. 

1  19  Partial  Course. 

Feb.  12,  1891.  "  »          «  "      {  47  B.  A      io  M.A. 

I   i  Partial  Course. 


1801 
,  i»9i. 


Course 


APPENDIX    C 


Date. 
June  30,  1892. 


Place. 


Chestnut  Street  Opera  House 


June  29,  1893. 

June  21,  1894.     Broad  Street  Theatre 

June  13,  1895. 


June  16,  1896.  Chestnut  Street  Theatre 

June  17,  1897.  Chestnut  Street  Opera  House 

June  16,  1898. 
June  15,  1899. 


June  14,  1900.     Academy  of  Music 


June  14,  1901. 


355 

Certificates. 

44  B.A.     15  M.A. 
7  Collegiate. 
30  Partial  Course. 
84  B.A.     18  M.A. 

1  Collegiate. 

37  Partial  Course. 
76  B.A.  12  M.A. 
1 6  Collegiate. 

2  Honorary. 

9  Partial  Course. 
81  B.A.    4  M.A. 
IT  Collegiate. 

2  Honorary. 

7  Partial  Course. 
32  B.A.     7  M.A. 
50  B.S. 

6  Collegiate. 

7  Partial  Course. 
60  B.A.     5  M.A. 
28  B.S. 

7  Partial  Course. 
43  B.A. 
49  B.S. 
13  Collegiate. 

i  Honorary. 

1  Partial  Course. 
81  B.A. 

66  B.Sr 

15  Collegiate. 

3  M.A. 

6  Partial  Course. 
90  B.A. 
35  B.S. 
10  Collegiate. 
15  M.A. 

9  Partial  Course. 
86  B.A. 
34  B.S. 

5  Collegiate. 

2  M.A.    i  Honorary. 

3  Partial  Course. 


356  APPENDIX    C 

{Certificates 238 
B.A 2698 
B.S 262 

Totals \  *partial  Course 2449 

Post-graduate {  M<  A I0& 

\  Collegiate 84 

Honorary 6 

Total  number  admitted  to  school  (including  June,  1900),  17,665. 


*  This  includes  all  students  who  received  diplomas  certifying  to 
their  satisfactory  completion  of  at  least  a  two  years'  course,  but  less 
than  a  four  years'  course. 


APPENDIX   D 


LIST  OF  HONORS  CONFERRED  AT  GRADUATION. 


February,  1848. 
July,  1848. 
February,  1849. 
July,  1849. 
February,  1850. 
July,  1850. 
February,  1851. 
July,  1851. 
February,  1852. 
July,  1852. 
February,  1853. 
July,  1853. 
February,  1854. 
July,  1854. 
February,  1855. 
July,  1855. 
February,  1856. 
July,  1856. 
February,  1857. 
July,  1857. 
February,  1858. 
July,  1858. 
February,  1859. 
July,  1859. 
February,  1860. 

July,  1860. 


February,  1861. 


Honorary  Essay John  R.  Whitney. 

"  "     Cornelius  N.  Weygandt. 

"     Robert  M.  Patterson. 

"     ...  .Benjamin  H.  Haines. 
"     ...  .Albert  L.  Gihon. 
Honorary  Address.  .Lewis  Tees. 

"       .  .Samuel  S.  Fisher. 
"       .. Richard  B.  Wise. 
"  "       ..  James  T.  Mitchell. 

"       .. John  C.  White. 
"       .. James  B.  Fisher. 
"       .  .Evan  W.  Thomas. 
.. William  F.  Mason. 
"       ..Henry  W.  Knauff. 
"       .  .Louis  Elsberg. 

.. Reese  F.  Alsop. 
"  "       ..John  Story  Jenks. 

"       .. Frank  K.  Hippie. 
"  "       .  James  Morgan  Hart. 

11       .  .John  G.  Johnson. 
"   .    .. Stephen  W.  White. 
"        .. Edward  D.  Ledyard,  Jr. 
"       .  .Samuel  Ashmead  McFarland. 
"       ..I.  Gilbert  Young. 
"       ..George  A.  Wilt. 

First  Honor George  H.  Napheys. 

Second    "    Albert  R.  Leeds. 

Third       "    James  P.  Young. 

Fourth     "    Harry  F.  Baxter. 

First         "    Daniel  P.  Smith. 

Second    "    Charles  C.  Lister. 

Third       "    Frank  W.  Winslow. 

Fourth     "    Jacob  Sulzberger. 

357 


358 

July,  1861. 
February,  1862. 

July,  1862. 

February,  1863. 

July,  1863. 
February,  1864. 

July,  1864. 
February,  1865. 
July,  1865. 
February,  1866. 
July,  1866. 


APPENDIX    D 

First  Honor Byerly  Hart. 

Second    "    Joseph  L.  McFarland. 

Third      "    William  H.  James. 

First        "    Julius  Stern. 

Second    "    Joseph  Chandler  Murphy. 

Third       "    Albert  F.  Hackstadter. 

Latin  Salutatory Charles  W.  Reid. 

First  Honor Joseph  Mason. 


Second 

Third 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

First 

Second 

Third 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 


.Try on  Reakirt. 
.Wilberforce  Wells. 
.Theodore  P.  Matthews. 
.Cicero  Hunt. 
.  Henry  Wiener. 
.Henry  F.  Chorley. 
.William  Appleton  Stavers. 
.  George  W.  Butterworth. 
.Thomas  H.  P.  Shellady. 
.Robert  K.  Kennedy. 
.Edwin  J.  Houston. 
.William  M.  Spackman. 
J.  Mason  Child. 
.  Charles  F.  Kroeh. 
.Lewis  Wain  Smith. 
.Charles  K.  Mills. 
.  Robert  H.  Ferguson. 
.  Richardson  L.  Wright,  Jr. 
.Nathan  A.  Taylor. 
.  Henry  F.  Horstmann. 
.Thomas  W.  Ayers. 
.  Oliver  C.  Briggs. 
.John  A.  Scanlan. 
.William  C.  Butler. 
.  Ernest  A.  Farrington. 
.John  B.  Stauffer. 
.Benjamin  F.  Houseman. 
.MifflinD.  Nece. 
.S.  Edwin  Megargee. 
.Worthington  B.  Thomas. 
.Curtis  N.  Harris. 
JohnW.  Millick. 


APPENDIX    D 

First  Honor John  K.  McCarthy. 

•  Second  "  Ignatius  J.  Dohan. 

February,  1867.   \  Thjrd  „  Edward  chanine, 

Fourth  "  James  A.  Haddock. 

First  "  Reid  T.  Stewart. 

•  Second  "  John  J.  Foulkrod. 

'  Third  "  Alfred  C.  Rex. 

Fourth  "  George  W.  Hunt. 

First  "  Charles  E.  D'Invilliers. 

Second  "  Harry  T.  Kingston. 

February,  1868.    ]  _,  .   ,  A1U  *  .  _  T_  ° 

Third  Albert  N.  Heritage. 

Fourth  ' '  George  T.  Harris. 

First  "  W.  Frederick  Monroe. 

,  ,       Sfi8  Second  "  Henry  Rosenbaum. 

Third  "  Andrew  W.  Manship. 

Fourth  "  Albert  C.  Peale. 

First  "  Lewis  S.  Lee. 

February,  1869.       ^cond  [  Richard  G^  Lippincott. 

Third  Benjamin  F.  Moore. 

Fourth  "  Eugene  T.  Linnard. 

First  "  Edgar  S.  Cook. 

,  Second  "  William  W.  Stout. 

July,  1869.  1  Third  M  John  H.Carroll. 

Fourth  "  Frederick  K.  Moore. 

First  ' '  Dewey  Bates. 

February,  1870.   ]  ?.econd  '  Frank  PPrichard. 

Third  Harry  Willis. 

Fourth  ' '  Elihu  Thomson. 

First  "  George  J.  Garde. 

,  j     ig  Q  ,  Second  "  Thomas  W.  Illman. 

Fourth  ' '  Robert  H.  Walch. 

First  "  George  R.  Buckman. 

Second  "  George  W.  Cloak. 

February,  1871.       ^  „  J.  Harry  Buckingham. 

Fourth  M  Henry  G.  Harris. 

First  "  Robert  N.  Simpers. 

^ulv  1871  j  Second  "  William  H.  Rock. 

'  Third  "  Frank  Rigler. 

Fourth  "•  ,  .  .Louis  Tissot. 


3.59 


360 

February,  1872. 
July,  1872. 
February,  1873.  - 
June,  1873. 
February,  1874. 
June,  1874. 
February,  1875. 
June,  1875. 
February,  1876. 
June,  1876. 


APPENDIX    D 


Second 
Third 
.  Fourth 
1  First 
Second 
Third 
Fourth 
'  First 
Second 
Third 
.  Fourth 
First 
Second 
Third 
Fourth 
1  First 
Second 
Third 
Fourth 
i  First 
Second 
Third 
Fourth 
First 
Second 
Third 
.  Fourth 
First 
Second 
Third 
.  Fourth 
First 
Second 
Third 
.  Fourth 
First 
Second 
Third 
Fourth 

« 

„ 

„ 

,i 

« 

u 

it 

„ 

tt 

«< 

« 

„ 

« 

„ 

« 

„ 

« 

„ 

„ 

<t 

l( 

ii 

u 

«, 

(f 

il 

« 

,« 

« 

a 

«, 

il 

„ 

il 

ii 

il 

il 

« 

H.  Stewart  Moorhead. 
Lewis  Cassidy. 
Joseph  H.  Oram. 
Clarence  Moffitt. 
Charles  E.  Stanley. 
Thomas  Keely. 
Solomon  Solis  Cohen. 
Howard  W.  Lewis. 
Andrew  J.  Parker,  Jr. 
Edward  S.  Rosenbaum. 
Perseus  Whitechurch. 
Charles  F.  Wignall. 
Walter  C.  Rodman. 
Francis  X.  Dercum. 
William  C.  Craige. 
Andrew  M.  Beveridge. 
Charles  H.  Weikel. 
John  R.  Stephens. 
Edward  Braddock. 
Randall  Chase. 
John  M.  Walker. 
J.  Torr  Harmer. 
Charles  S.  Boyer. 
Hiram  R.  Vandergrift. 
Albert  B.  Weimer. 
John  W.  Sharphouse. 
Samuel  Phillips,  Jr. 
William  R.  Grice,  Jr. 
Llewellyn  Snowden. 
William  Barnett,  Jr. 
Harry  Shelmire  Hopper. 
Rufus  B.  Marks. 
Conrad  K.  Bertolet. 
George  W.  Heinitsh. 
James  J.  La  Vallin. 
Robert  S.  DeBow. 
Frederick  J.  Geiger. 
Alfred  E.  Petry. 
Horace  G.  Artman. 


APPENDIX    D 


361 


February,  1877. 


June,  1877. 


February,  1878. 


June,  1878 


February,  1879. 


June,  1879. 


February,  1880. 


June,  1880. 


June,  1881. 


June,  1882. 


First  Honor..         ..Roberts.  M.  Camden. 


Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 


.Frank  W.  Thomas. 
.  Edward  G.  Taulane. 
.William  Me  Knight. 
.Thomas  M.  Hamilton. 
.Arthur  H.  Scherer. 
.Samuel  S.  Daniels. 
.John  H.  Mclntyre. 
.Cornelius  D.  Mecutchen. 
.Ormond  Rambo. 
.  Harry  W.  Autenrieth. 
Julius  C.  Levi. 
.George  Howard  Cliff. 
.Charles  E.  McKean. 
.William  Albright. 
.  Henry  N.  Funk. 
John  F.  Lewis. 
.Charles  E.  Woodruff. 
.  William  W.  Nolen. 
.Charles  Long. 
.William  C.  Arrison. 
.Adolph  Eicholz. 
.  David  Wallerstein. 
.  Alexander  S.  Halstead. 
John  C.  Dawson,  Jr. 
.E.  Clinton  Rhoads. 
.  Henry  A.  Smedley. 
.  Percy  B.  Metzger. 
.E.  Wilbur  Rice. 
.  Edward  W.  Burt. 
.G.  Bickley  Burns. 
..  Herman  W.  Rennert. 
.Edwin  D.  Hoffman. 
.Russell  P.  Jacoby. 
.OttoT.  Zacherle. 
.Walter  Lee. 
J.  William  Richards. 
Jacob  F.  Henderson. 
.Samuel  R.  Turner. 
.  Henry  H.  Senior. 


362 

February,  1883.    • 
June,  1883. 
February,  1884.   • 
June,  1884. 
February,  1885.   • 
June,  1885. 

February,  1886. 
June,  1886. 
February,  1887.   - 

APPENDIX    D 

First  Honor  "Ernest  R.  Faher. 

Second    "    ... 

.  .    .  .  Oliver  Huckel 

Third       " 

.J  Siegmund  Levin 

Fourth     "     .. 

Louis  P.  Brenan. 

f  First         " 

.  .    .  .  Roland  P  Falkner 

Second    '  ' 

Charles  B  Trewin 

Third      "    ... 

G  Whitefield  Chance. 

Fourth     "    .    . 

John  S  Dove  Jr 

f  First        " 

Edgar  V  Seeler 

Second    "    ... 

Robert  J   McLaughlin. 

Third       " 

Clarence  S  Mitchell. 

..  Fourth     "    ... 

Benjamin  F.  Lacy. 

'  First        "    ... 

Clarence  Gardner. 

Second    '  ' 

.Charles  H   C  Franklin. 

Third      " 

Charles  Walter 

,  Fourth     "    ... 

William  Hildrup  Davis. 

First        "    ... 

Peter  T.  Wright. 

Second    " 

William  H   Price 

Third      "    ... 

John  D.  Mcllhenny. 

Fourth     "    .    . 

William  A.  Suits. 

First        '  ' 

.     J   Clifford  Rennard. 

Second    *  ' 

Joseph  C  Fox 

Third       "     ... 

Edwin  G.  Sprowles. 

Fourth     "    .    . 

Harry  C   Hoffman. 

First         " 

Charles  Weber  Jones. 

Second    " 

H  Lawrence  Noble 

Third       "     ... 

Daniel  B.  Shumway. 

Fourth     '  '      .  . 

....  Wayne  P   Rambo. 

Fifth        " 

William  L  Turner  Jr. 

First        *' 

.  .Clinton  Rogers  Woodruff. 

Second    '  ' 

Horace  Michener  Rumsey. 

Third       "    ... 

George  W.  Hyde,  Jr. 

Fourth     "    ... 

James  H.  A.  Brooks. 

Fifth        " 

.  .     Frederick  W.  Hall. 

First         "    ... 

Theodore  C.  Combes. 

Second    (  ' 

.  .  Clarence  B.  White. 

Third       " 

Franklin  H   Davis. 

Fourth     '  ' 

Howard  W.  DuBois. 

Fifth        "    , 

.  .  Herman  H.  Wunderlich. 

June,  1887. 


February,  1888. 


June,  1888. 


February,  1889. 


June,  1889. 


February,  1890. 


June,  1890. 


February,  1891. 


!,  I89I. 


J,  1892. 


APPENDIX    D  363 

First  Honor Albert  Elmer  Hancock. 


Second 

Third 

Fourth 

Fifth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 

First 

Second 

Third 

Fourth 


,  Edward  Adams  Shumway. 

John  P.  Mulrenan. 

.  Hugh  M.  Wharton. 

.  Henry  Weiner. 

.Philip  P.  Calvert.  . 

.Frederic  V.  Hetzel. 

.  David  Guy  Anderson. 

.J.  Lee  Patton. 

.Louis  Lay  Calvert. 

,  Frederic  McGaw. 

.Theodore  W.  Koch. 

.William  A.  Haussmann. 

John  J.  E.  Monaghan. 

.Anthony  P.  Valentine,  Jr. 

John  C.  Grier. 

.Alfred  C.  Fleckenstein. 

.Arthur  G.  Singer. 

John  S.  Dunmore. 

Jonathan  Taylor  Rorer,  Jr. 

.William  B.  Kenderdine. 

.  Frank  Earle  Schermerhorn. 

.Vivian  F.  Gable. 

.  Charles  H.  Cook. 

.William  W.  Ruley. 

.  Edward  T.  Child. 

.  William  F.  Kelly. 

John  A.  Hearst. 

.Carl  D.  Sanger. 

.Francis  P.  Witmer. 

J.  Harry  Graham. 

James  H.  Donnelly. 

J.  Howard  March. 

.  Franklin  Spencer  Edmonds. 

.Samuel  D.  Matlack. 

.Gilbert  S.  Moore,  Jr. 

.  Oscar  E.  Boericke. 

J.  Lawrence  Johnson. 

.Frank  P.  O'Donnell. 

.  Isaac  Hassler. 

.  Pierce  Mecutchen. 


364 

June,  1893. 
June,  1894. 
June,  1895. 
June,  1896. 

June,  1897. 
June,  1898. 

June,  1899. 

June,  1900. 
June,  1901. 


APPENDIX    D 

First  Honor Henry  James  Lamborn. 

Second  "  William  Bernard  Bray. 

Third  "  Arthur  Castle  Bray. 

Fourth  "  Norman  Roberts. 

First  "  Daniel  C.  Donoghue. 

Second  "  Harold  W.  Graeff . 

Third  ' '  Wilbur  Morse. 

Fourth  "  William  Clarence  Ebaugh. 

First  "  John  Lewis  Haney. 

Second  "  Horace  Stern. 

Third  "  Harry  Fernberger. 

Fourth  "  William  H.  Conroy,  Jr. 

First  "  Harold  Harrison  Tryon. 

Second  ' '  Edward  Zeigler  Davis. 

Third  "  Stanley  Folz. 

Fourth  "  Isaac  V.  Levi. 

First  "  Albert  Griffith  Miller. 

Second  "  Rees  Jones  Frescoln. 

Third  "  Robert  Alexander  Beggs,  Jr. 

Fourth  "  . .  {  Herbert  Sydney  Langfeld. 

' '  I  Paul  Rosenway,  Jr. 

First  "  Thomas  Henry  Walnut,  Jr. 

Second  ' '  George  Alvin  Snook. 

Third  ' '  Jacob  Hoffman. 

Fourth  "  Edward  Isaac  Nathan. 

First  "  Royden  Keith  Yerkes. 

c       n(j  , ,  (  Harry  Anthony  Domincovich. 

'    (Julius  N.  H.  Komarovski. 

Third  "  f  Edward  Tiel  Butterworth. 

'  \  John  Bernhard  Mencke,  Jr. 

P      ..  1 1  (  William  Jones  Smith. 

'  (  Milton  Benneville  Stallman. 

First  "  William  Clarke  Mason. 

Second  "  Robert  Thompson  McCracken. 

Third  "  Ardrey  Whiddin  Downs. 

Fourth  "  Elias  Goodstein. 

First  "  Jerome  Joseph  Rothschild. 

Second  "  .  .  Benjamin  Harrison  Ludlow. 

Third  "  Harry  Abraham  Schatz. 

Fourth  "  Frederick  Wilson  Prichett. 

Fifth  "  George  Edward  Roth. 


APPENDIX   E 


LIST    OF    VALEDICTORIANS. 

First  Class Clinton  Gillingham. 

Fourth  Class Henry  Schell  Hagert. 

Fifth  Class Daniel  Strock. 

Sixth  Class Joseph  R.  E.  Sutton. 

Seventh  Class Robert  P.  Kane. 

July  22,  1847 Alexander     M.    Harrisson, 

Alumni  Address. 

February  17,  1848 William  J.  McMullin. 

July  20,  1848 Turner  Mullins. 

February  15,  1849 John  L.  Newbold. 

July  19,  1849 Henry  N.  Mallery. 

February  21,  1850 Samuel  B.  Dalrymple. 

July  18,  1850 George  H.  Burns. 

February  13,  1851 William  H.  Hibberd. 

July  17,  1851 George  Inman  Riche*. 

February  12,  1852 Joseph  S.  Kennard. 

July  15,  1852 Alexander  H.  Jones. 

February  10,  1853 William  Wells. 

July  21,  1853 Orlando  G.  Wagner. 

February  9,  1854 George  H.  Mitchell. 

July  13,  1854 Henry  Cowperthwaith. 

February  15,  1855 George  W.  Allen. 

July  12,  1855 Frank  Wolf. 

February  14,  1856 J.  Livingston  Reese. 

July  10,  1856 Jacob  G.  H.  Ring,  Jr. 

February  12,  1857 William  J.  Perry. 

July  1 6,  1857 J.  Shipley  Newlin. 

February  n,  1858 Lucius  M.  S.  Haynes. 

July  15,  1858 Philidore  S.  Bell. 

February  10,  1859 Samuel  B.  Huey. 

July  14,  1859 William  Harrison  Lambert. 

February  16,  1860 C.  Harry  Brock. 

365 


366  APPENDIX   E 

July  12,  1860 Edwin  C.  Griffiths. 

February  14,  1861 George  W.  Shields. 

July  u,  1861 David  Evans. 

February  13,  1862 Louis  A.  Kershaw. 

July  10,  1862 Joseph  R.  Taylor  Gray. 

February  12,  1863 Henry  J.  McCarthy. 

July  16,  1863 William  Nicholson. 

February  u,  1864 Edwin  B.  Paul. 

July  14,  1864 W.  Scott  Stites. 

February  16,  1865 Clement  M.  Brown. 

July  13,  1865 Richard  M.  Newman. 

February  13,  1866 Robert  Williams. 

July  12,  1866 Alfred  M.  H.  Herkness. 

February  14,  1867 J.  Bard  Worrell. 

July  ii,  1867 William  Newton  Meeks. 

February  13,  1868 Henry  Schmoele. 

July  9,  1868 Charles  M.  Thomas. 

February  16,  1869 William  F.  Jones. 

July  8,  1869 Langdon  C.  Stewardson. 

February  10,  1870 Robert  E.  Pattison. 

July  7,  1870 William  Dayton  Roberts. 

February  21,  1871 Henry  G.  Harris. 

July  6,  1871 Robert  N.  Simpers. 

February  17,  1872 Robert  W.  Finletter. 

July  3,  1872 Peter  H.  Boyd. 

February  13,  1873 William  H.  Peterman. 

June  27,  1873 William  C.  Craige. 

February  19,  1874 Andrew  M.  Beveridge. 

June  24,  1874 Maurice  Houseman. 

February  u,  1875 Albert  B.  Weimer. 

June  30,  1875 Charles  H.  Lodor. 

February  17,  1876 John  Jamison,  Jr. 

June  28,  1876 Francis  D.  T.  Bickley. 

February  15,  1877 Frank  W.  Thomas. 

June  27,  1877 David  Hoffman. 

February  14,  1878 Alexander  J.  D.  Haupt. 

June  26,  1878 Charles  Biddle. 

February  13,  1879 Thomas  J.  Van  Ness. 

June  25,  1879 Edward  P.  Nixon. 

February  n,  1880 John  C.  Dawson,  Jr. 

June  30,  1880 G.  Bickley  Burns. 


APPENDIX    E  367 

June  29,  1881 Morton  M.  Newburger. 

June  28,  1882 Albert  H.  Smyth. 

February  14,  1883 Oliver  Huckel. 

June  27,  1883 Roland  P.  Falkner. 

February  14,  1884 Benjamin  F.  Lacy. 

June  26,  1884 William  Hildrup  Davis. 

February  12,  1885 Charles  C.  Hicks,  Jr. 

June  25,  1885 Joseph  C.  Fox. 

February  u,  1886 Virgil  E.  Rorer. 

June  24,  1886 Clinton  Rogers  Woodruff. 

February  10,  1887 Theodore  C.  Combes. 

June  30,  1887 Albert  Elmer  Hancock. 

February  16,  1888 Chester  N.  Farr,  Jr. 

June  28,  1888 Theodore  W.  Koch. 

February  14,  1889 John  A.  McCarthy. 

June  27,  1889 Morton  Z.  Paul. 

February  13,  1890 Frank  Earle  Schermerhorn. 

June  26,  1890 William  W.  Wood. 

February  12,  1891 James  Henry  Donnelly. 

June  25,  1891 Franklin  Spencer  Edmonds. 

June  30,  1892 J.  Lawrence  Johnson. 

June  29,  1893 William  B.  Bray. 

June  21,  1894 Wilbur  Morse. 

June  13,  1895 William  H.  Conroy,  Jr. 

June  16,  1896 Harold  Harrison  Tryon. 

June  17,  1897 T.  Rawlins  Adams. 

June  16,  1898 Ernest  W.  Heilig. 

June  15,  1899 Roy  Phaon  Lear. 

June  14,  1900 William  Clarke  Mason. 

June  14,  1901 Benjamin  Harrison  Ludlow. 


APPENDIX  F 


ARMY   AND   NAVY   LIST. 

IN  1897  the  Board  of  Managers  of  the  Associated  Alumni  ap- 
pointed a  Committee,  consisting  of  Captain  Frederick  Schober,  Pro- 
fessor Daniel  W.  Howard,  Daniel  W.  Grafly,  General  James  W. 
Latta,  and  Harry  Shelmire  Hopper,  to  prepare  plans  for  a  suitable 
memorial  to  those  Alumni  of  the  Central  High  School  who  had 
fought  in  the  service  of  the  country.  Since  that  time  no  efforts  have 
been  spared  to  compile  a  complete  list  of  those  Alumni  who  had 
enrolled  for  military  or  naval  service.  As  the  records  are  difficult 
to  trace,  it  is  probable  that  this  list  is  incomplete;  those  who  can 
correct  or  supplement  the  information  here  given  are  asked  to  com- 
municate with  the  Historian  of  the  Associated  Alumni,  Harry  Shel- 
mire Hopper. 

The  abbreviation  "  U.S.A."  indicates  service  in  the  army,  in- 
cluding both  regulars  and  volunteers;  "U.S.N."  indicates  similarly 
service  in  the  navy ;  "  W.  P."  and  "  N.  A."  indicate  West  Point 
and  Naval  Academy  at  Annapolis. 

Abbey,  George  P.    Eighteenth  Class.    U.S.A. 

Adams,  Benjamin  F.    Thirtieth  Class.    Lieut.  U.S.A.    Died  in  U.  S. 

service  at  Petersburg. 

Addicks,  Charles  Henry.    Fortieth  Class.    U.S.A. 
Addick's,  Thomas  H.    Twenty-fourth  Class.    Major  I5;th  Pa.  Vols., 

U.S.A.    Deceased. 

Allen,  Harrison.    Thirty-third  Class.    U.S.A. 
Allen,  William  A.  H.    Thirty-fifth  Class.    U.S.N. 
Allison,  William  Andrewes.     Forty-second  Class.     U.S.A. 
Anspach,  Frederick  J.    Forty-first  Class,    isth  Pa.  Cav.,  U.S.A. 
Appel,  Daniel  M.    Fifty-eighth  Class.    U.S.A. 
Appleton,  Charles  M.     Forty-fourth  Class.    U.S.A.     Deceased. 
Armstrong,  James  A.    Twentieth  Class.    U.S.A. 
Armstrong,  William  H.    Fortieth  Class.    U.S.A. 
Asay,  J.  Lambert.     Twenty-eighth  Class.     U.S.A. 
Ashton,  Francis.    Twenty-third  Class.    U.S.A.    Deceased. 
368 


APPENDIX    F  369 

Ashton,  Francis  Monroe.  Forty-second  Class.  U.S.A.  Corp.  Co.  I, 
i6th  Illinois  Inf.  Died  September  12,  1861,  at  Quincy,  111. 

Ashworth,  James.     Twenty-sixth  Class.     Col.  U.S.A.     Deceased. 

Atkinson,  William  B.     Fifteenth  Class.     U.S.A. 

Audenried,  Joseph  Grain.  Thirty-fourth  Class.  W.  P.  U.S.A. 
Colonel  and  Aide-de-Camp  to  General-in-Chief  U.S.A. 

Babbit,  William  T.    Thirty-fifth  Class.    U.S.N. 

Bacon,  Amos  Wilson.    Thirty-ninth  Class.    U.S.A. 

Baker,  Samuel  J.  Thirty-fourth  Class.  U.S.N.  and  U.S.A.  De- 
ceased. 

Banes,  Charles  Henry.  Twelfth  Class.  Col.  72d  Pa.  Vols.,  U.S.A. 
Brevet  Lieut-Col.  Died  January  15,  1897. 

Bankson,  John  P.  Seventeenth  Class.  U.S.A.  Capt  iiSth  Pa. 
Deceased. 

Barker,  Charles  A.     Thirty-seventh  Class.     U.S.A. 

Barton,  Clarence  M.    Thirty- fourth  Class.    U.S.N.    Deceased. 

Bastian,  Huber.    Thirty-eighth  Class.    U.S.A. 

Bates,  James  T.    Forty-first  Class.    Major  U.S.A. 

Beck,  Charles  A.     Eleventh  Class.     U.S.A. 

Bellas,  Henry  Hobart.    Forty-fifth  Class.    U.S.A.    Captain.    Retired. 

Bellows,  Horace  M.    Thirty-third  Class.    U.S.A. 

Benyaurd,  William  Henry  Harrison.  Thirty-fifth  Class.  Major 
U.S.A.  Engineers,  W.  P.  Lieut-Col.  Deceased. 

Benzon,  John  L.     Thirty-fifth  Class.     2d  Pa.  Reserves,  U.S.A. 

Berger,  Thomas  E.    Forty-third  Class.    U.S.A. 

Biles,  Edwin  R.  Fifth  Class.  Lt-Col.  99th  Pa.  Vols.,  U.S.A.  De- 
ceased. 

Bishop,  John  S.  Sixteenth  Class.  U.S.A.  Col.  U.  S.  Vols.  Capt. 
I3th  Inf.,  U.S.A. 

Blakely,  George.    Eighty-ninth  Class.    W.  P. 

Blakely,  John  R.    Ninetieth  Class.    W.  P. 

Blakely,  J.  R.  Young.     Ninety-second  Class.     N.  A. 

Blakiston,  Charles.     Fortieth  Class.     U.S.A. 

Blye,  Henry  Clay.    Forty-second  Class.    U.S.N. 

Bolton,  Samuel.  Thirty-seventh  Class.  U.S.A.  Killed  at  Rich- 
mond, War  of  Rebellion. 

Borthwick,  John.    Thirty-second  Class.    U.S.N. 

Bower,  John  S.    Thirty-second  Class.    U.S.A. 

Bowers,  John  L.    Thirty-second  Class.     U.S.A.    72d  Pa.  Vols. 

Bowers,  William  Thorn.    Thirty-eighth  Class.    U.S.A. 

Boyd,  John  W.    Twenty-first  Class.    Adj.  loth  Mo.  Vols.,  U.S.A. 

24 


370  APPENDIX    F 

Bradfield,  George  Milton.     Thirty-seventh  Class.     U.S.A.     Surgeon 

;th  U.  S.  Inf. 
Bradford,    John   S.     Twenty-sixth    Class.     Captain.     U.    S.    Coast 

Survey.    U.S.N. 

Bradley,  Michael.    Twentieth  Class.    U.S.N. 
Bradley,  William.     Nineteenth  Class.     Asst.  Surgeon  U.S.N.,  1859. 

Lost  in  the  Levant,  1860. 

Braid,  Andrew.     Forty-fifth  Class.     U.  S.  Coast  Survey. 
Bratton,  William  Landon.    Forty-third  Class.    U.S.A. 
Brechemin,  Louis.    Fifty-fourth  Class.    Major  and  Surgeon,  U.S.A. 
Breed,  William  M.    Eleventh  Class.    U.S.A.    Deceased. 
Briggs,   Raymond  W.     One  Hundred  and   Second   Class.     U.S.A. 

Lieut.  Co.  G,  25th  Infantry,  Spanish  War.     In  Philippines. 
Brightly,  Charles  H.    Thirty-first  Class.    U.S.A.    Died  from  wounds 

received  at  battle  of  Wilderness,   War  of  Rebellion.     W.   P. 

Lt.-Col.  4th  Infantry. 
Brinton,  J.  Bernard.     Twenty-third  Class.     M.D.     U.S.A.     Medical 

Purveyor,  Army  of  Potomac. 
Broadbent,  Alfred  L.    Thirty-fourth  Class.    U.S.N.    U.  S.  steamer 

"  Grant." 

Brooke,  Isaac.     Forty-seventh  Class.     In  U.S.A.  at  Antietam. 
Brookfield,  Robert  Morris.    Ninety- fourth  Class.    Lieut.  U.S.A. 
Brown,   William  George.     Thirty-seventh  Class.     Engineer  Corps, 

U.S.N. 

Browne,  Alexander.     Forty-first  Class.     M.D.  U.S.N.     Hosp.  Ser. 
Browne,  James  Amos.    Thirty-seventh  Class.    U.S.A. 
Budd,    Samuel   Pemberton.     Forty-fifth   Class.     U.S.N.     Engineer 

Corps. 

Bullock,  James  Isaac.     Forty-first  Class.    U.S.A. 
Bunn,  Christopher  H.     Sixth  Class.    M.D.  U.S.A.     Killed  in  Wal- 
ker's expedition  to  Nicaragua. 
Burchard,   Charles   M.     Twenty-seventh   Class.     U.S.N.     2d  Asst. 

Engineer. 

Burrows,  William  M.    Thirty-seventh  Class.    U.S.A. 
Butcher,  Henry  Clay.    Forty-third  Class.    U.S.A. 
Byram,  James  Emory.     Thirty-sixth  Class.     U.S.A.     Orderly  Ser- 
geant. 

Byrnes,  Timothy  A.    Sixteenth  Class.    U.S.A. 
Carels,  Joseph  S.    Third  Class.    U.S.N.,  Asst.  Paymaster.    Attached 

to  U.  S.  steamer  "Clifton"  in  Admiral  Farragut's  fleet,  West 

Gulf  Squadron,  1862-63. 


APPENDIX    F  371 

Carpenter,  Lewis  Henry.  Twenty-sixth  Class.  U.S.A.  Brig.-Gen. 
Retired.  Civil  War,  Spanish  War. 

Carr,  Overton.    Fiftieth  Class.    U.S.A.    Deceased. 

Cathcart,  James  Harper.     Forty-fourth  Class.     U.S.A. 

Cavada,  Adolphus  F.     Twenty-third  Class.     U.S.A.     Deceased. 

Cavada,  Frederick  F.  Fifteenth  Class.  U.S.A.  Lt-Col.  H4th  Pa. 
Vols.  General  in  Cuban  Revolutionary  Army. 

Chambers,  William.  Thirty-sixth  Class.  U.S.A.  Killed  in  first 
battle  of  Fredericksburg,  War  of  Rebellion.  Orderly  Sergeant. 

Chase,  Thomas.    Thirty-eighth  Class.     U.S.N. 

Chipman,  Edward  D.    Thirty-fourth  Class.    U.S.A. 

Chur,  Jacob  F.    Sixteenth  Class.    U.S.A.    Adj.  56th  Pa.  Vols. 

Church,  William  F.    Forty-first  Class.    U.S.A. 

Clay,  Fletcher.  Twenty-third  Class.  U.S.A.  Killed  at  Fredericks- 
burg,  War  of  Rebellion,  December  13,  1862.  ist  Lieut.  I45th 
Pa.  Vols. 

Coane,  Thomas  M.     Forty-third  Class.     U.S.A. 

Cohen,  J.  Solis.  Twenty-third  Class.  M.D.,  Fleet  Surgeon  U.S.N., 
on  steamer  "  Florida,"  1861. 

Colahan,  Charles  Ellwood.     Fiftieth  Class.     U.S.N. 

Coleman,  Francis  Marion.     Forty-second  Class.     U.S.A. 

Collom,  George  F.    Twenty-eighth  Class.    U.S.A. 

Colton,  William  F.  Thirty-fourth  Class.   U.S.A.  Capt.  15th  Pa.  Cav. 

Conaway,  John  F.    Thirtieth  Class.    U.S.A.    Lieut.  I5th  Pa.  Cav. 

Cook,  George  H.    Nineteenth  Class.    U.S.N.    Medical  Director. 

Cooper,  Thomas  J.  W.    Forty-fourth  Class.    U.S.N. 

Coppuck,  Malcolm  M.    Fifteenth  Class.    U.S.A. 

Cowan,  Henry  Inch.    Forty-fifth  Class.     U.S.A. 

Cowden,  Matthew  A.    Thirty-fifth  Class.    U.S.A. 

Cox,  Thomas  C.    Thirty-fifth  Class.    U.S.A. 

Coxe,  Edward  E.  Twenty-eighth  Class.  U.S.A.  Died  of  wounds 
received  at  Rappahannock  Station,  War  of  Rebellion,  November 
7,  1863.  2d  Lieut.  Co.  D,  upth  Pa.  Vols. 

Coxe,  Frank  Morrell.  Thirty-fourth  Class.  Col.  U.S.A.  Asst.  Pay- 
master-Gen. 

Coxe,  William  Ellery  C.    Twenty-sixth  Class.    U.S.A. 

Crawford,  Charles  Henry.    Forty-third  Class.    U.S.A. 

Creely,  John  V.    Thirty-first  Class.    U.S.A. 

Crilly,  Francis  J.  Twenty-fifth  Class.  W.  P.  Brevet  Major,  Lt- 
Col.,  and  Col.  U.S.A. 

Crispin,  Silas.    Eleventh  Class.    U.S.A. 


372  APPENDIX    F 

Crosman,  Frederick  E.     Thirty-first  Class.     U.S.A.     Lt.-Col.  I57th 

Pa.  Vols. 

Culbertson,  William.    Thirtieth  Class.    U.S.A. 
Cummings,  Alexander.    Forty-sixth  Class.    U.S.A. 
Cummings,  A.  Boyd.     Eleventh  Class.    N.A.    U.S.N.    Lt.-Commdr. 

Killed  on  steamer  "  Richmond"  at  Port  Hudson,  War  of  Re- 
bellion. 

Cummings,  Thomas,  Jr.    Thirty-seventh  Class.    U.S.A. 
Curtis,  Scovill  L.    Forty-first  Class.    U.S.A. 
Cushman,    William   H.    F.     Twenty-fourth    Class.     U.S.N.      Chief 

Engineer  on  U.   S.  steamer  "  Kearsarge"  in  naval  engagement 

with  the  steamer  "  Alabama, '  War  of  Rebellion. 
Davis,  Edward  T.    Fifty-second  Class.    U.S.A. 
Davis,  George  Harry.    Thirty-first  Class.    U.S.A. 
Davis,  James  C.    Thirty-fifth  Class.    U.S.A. 
Davis,  Joseph  R.    Thirty-seventh  Class.    U.S.A.    Deceased. 
Dechert,  Robert  Porter.     Thirty-seventh  Class.     U.S.A.     Col.  2Qth 

Pa.    Gen.    N.  G.  P.    Deceased. 
De  Cou,  Mahlon.    Forty-first  Class.    U.S.A. 
De  Courcy,  Marcelin  L.    Thirty-sixth  Class.    U.S.A.     Deceased. 
Deimling,  Francis  C.     Twenty-first  Class.     U.S.A.     Col.   loth  Mo. 

Vols. 

Dekline,  Theodore  W.    Forty-first  Class.    U.S.N. 
Delany,  Linford.     Twenty-sixth  Class.     U.S.A.     52d  and  ig6th  Pa. 

Vols. 

D'Estimauville,  Frederick  H.    Fourteenth  Class.    U.S.N.    Deceased. 
Detre,    Cyrus     S.      Thirty-second    Class.      Adj.    88th    Pa.    Vols. 

U.S.A. 

Diamond,  Jasper  Francis.     Forty-second  Class.     U.S.N.     Deceased. 
Divine,  John  G.    Twenty-eighth  Class.    U.S.A. 
Dohnert,  Alfred  H.    Forty-first  Class.    U.S.A. 
Donahue,   Hamilton.     Seventh   Class.     U.S.A.     Killed   at   Gaines's 

Mill,  Va.,  War  of  Rebellion,  June  27,  1862.     ist  Lieut.  95th  Pa. 

Inf.  Vols. 

Donaldson,  Augustus  W.    Thirty-sixth  Class.    U.S.A. 
Doran,  Charles  R.    Twenty-fifth  Class.    U.S.A.     Deceased. 
Douglass,  John  James  Norval.    Twentieth  Class.    U.S.A.    Wounded 

at  Petersburg  in  the  spring  of  1864.     Co.  C,  s8th  Pa.  Vols. 
Doyle,  James  G.     Seventy-sixth  Class.     U.S.N. 
Dungan,  Jacob  S.    Tenth  Class.    U.S.N. 
Dunglison,  Richard  J.    Seventeenth  Class.    U.S.A. 


APPENDIX    F  373 

Dunott,  Thomas  Justus.  Fourteenth  Class.  Acting  Asst.  Surgeon 
U.S.A.,  March  17  to  May  25,  1862.  Major  and  Surgeon  (?)  ist 
Md.  Cavalry,  May,  1862.  Acting  Asst.  Surgeon  U.S.A.,  May, 
1864,  to  May,  1865.  Died  May  20,  1893. 

Duplaine,   Benjamin.     Thirty-sixth  Class.     Engineer  Corps,  U.S.N. 

Duplaine,  Edmund  A.  C.    Fifteenth  Class.    U.S.N. 

Durrah,  Franklin  Hugh.    Thirty-ninth  Class.    U.S.A. 

Eakin,  Chandler  P.  Twenty-eighth  Class.  Major  ist  U.  S.  Artil- 
lery, U.S.A.  Retired. 

Eakin,  Lewis  A.    Thirtieth  Class.    U.S.A. 

Earnest,  William  H.    Thirty-first  Class.    U.S.A. 

Eberback,  Edward  W.     Twenty-third  Class.     U.S.A. 

Eckhardt,  Charles  H.    Thirty-fifth  Class.    U.S.A. 

Edger,  Benjamin  F.,  Jr.  Ninety-fifth  Class.  U.S.A.  ist  Lieut, 
Asst.  Engineer. 

Edwards,  Richard  F.  Forty-second  Class.  U.S.N.  Asst.  Engineer. 
Died  on  board  the  "  Kearsarge,"  off  the  coast  of  Africa,  March 
23,  1866.  Prior  to  above  in  U.S.A.,  Co.  D,  poth  Pa.  Vols. 

Elliot,  Alexander  Graham.  Thirty-second  Class.  U.S.A.  ist  Lieut. 
Keystone  Battery,  War  of  Rebellion.  Deceased. 

Elliot,  John  Thompson.     Twenty-third  Class.     U.S.A.     Deceased. 

Elliot,  Ralph  W.    Thirty-fifth  Class.    U.S.A. 

Ellmaker,  Thomas  Henderson.     Forty-sixth  Class.     U.S.A. 

England,  Thomas  Y.    Twenty-sixth  Class.    U.S.A. 

English,  Thomas  C.  Fourth  Class.  W.  P.  Lt.-Col.  2d  Infantry, 
U.S.A.  Deceased. 

Evans,  Franklin.    Thirty-seventh  Class.    U.S.N.    U.S.A. 

Fagen,  John  Edward.  Thirty-ninth  Class.  U.S.A.,  Civil  War. 
Died  April  23,  1901. 

Farrington,  H.  Walter.     Fortieth  Class.     M.D.     Surgeon  in  U.S.A. 

Fisher,  Samuel  Sparks.  Eighteenth  Class.  W.  P.  U.S.A.  (Assist- 
ant in  C.  H.  S.  U.  S.  Commissioner  of  Patents.) 

Fitzgerald,  Charles  H.     Forty-third  Class.     N.  A.    U.S.N. 

Ford,  Edwin,  Jr.  Thirty-ninth  Class.  U.S.A.  ngth  Pa.  Inf.  Vols., 
2d  Lieut.  Co.  I.  Killed  at  Spottsylvania  Court-House,  May  10, 
1864. 

Ford,  Robert  O.  N.    Twenty-fifth  Class.    U.S.N. 

Forsyth,  James  McQueen.  Thirty-fifth  Class.  U.S.N.  Captain  of 
the  "  Indiana." 

Fox,  Joseph  C.    Eighty-fourth  Class.    W.  P.    U.S.A. 

Frailey,  William  B.  H.    Forty-sixth  Class.    N.  A.    U.S.N. 


374  APPENDIX    F 

Francis,  Henry.    Fortieth  Class.    U.S.A. 

Francks,  John  S.    Thirty- fourth  Class.    U.S.A. 

Freeman,  Nathaniel  C    Nineteenth  Class.    U.S.N. 

Fritz,  Horace.    Twenty-sixth  Class.    U.S.A.    Deceased. 

Fronefield,  Charles.    Thirty-third  Class.    U.S.A. 

Fry,  William  H.    Thirty-fifth  Class.    U.S.A.    Lt.-Col.    Deceased. 

Fulmer,  David  M.    Thirty-third  Class.    U.S.N.     Lieutenant. 

Furlong,  John  W.     Eighty-eighth  Class.     W.  P.     U.S.A. 

Fussell,  Linnaeus.    Thirty-seventh  Class.    U.S.N. 

Garsed,    Joshua    Simister.      Thirtieth    Class.      U.S.A.      Killed    at 

Gettysburg,  War  of  Rebellion,     ist  Lieut.  23d  Pa.  Inf.  Vols. 
Gaskill,  Edwin  Allen.    Thirty-eighth  Class.    U.S.N. 
Gibson,  Charles  H.    Thirty-first  Class.    U.S.A.    ist  Lieut.    W.  P. 
Gibson,  Joseph  R.     Twenty-eighth  Class.     U.S.A.     Col.  Retired. 
Gideon,  George.    Sixth  Class.    U.S.N.    Deceased. 
Gihon,  Albert  L.     Fifteenth  Class.    U.S.N.    M.D.     Retired. 
Gillingham,  Frank.    Thirty-seventh  Class.    U.S.A. 
Gilroy,  John  Jay.    Forty-eighth  Class.    U.S.N. 
Gimber,  Frederick  L.    Twenty-ninth  Class.     U.S.A. 
Glading,  John.     Twenty-fourth  Class.    U.S.N. 
Gobrecht,  William  H.     Eighth  Class.     U.S.A.     Surgeon. 
Goodman,  William  E.    Twenty-seventh  Class.     U.S.A.     Major. 
Gorgas,  Albert  C.    Eighteenth  Class.    U.S.N. 
Grafly,  Daniel  Webster.     Thirty-fourth  Class,     ist  Asst.  Engineer 

U.S.A. 

Grandgent,  Louis  Hall.    First  Class.    U.S.A.    Mexican  War.    De- 
ceased. 

Gravener,  Jacob  Amos.     Forty-sixth  Class.    U.S.A. 
Gray,  Joseph  R.  Taylor.    Fortieth  Class.    Rev.    U.S.A. 
Greany,  Dennis  W.    Thirty-ninth  Class.    U.S.N. 
Grear,  Peter  W.    Fifth  Class.    U.S.A. 
Greble,  Edwin  St.  John.    Seventy-first  Class.    U.S.A. 
Greble,   John  Trout.      Sixteenth   Class.      W.   P.      U.S.A.      Lieut. 

Killed  at  battle  of  Big  Bethel,  War  of  Rebellion.     The  first 

regular  army  officer  who  fell  in  the  war. 
Green,  John  Pugh.    Twenty-sixth  Class.    Capt.  and  Asst.  Adjt.-Gen. 

U.S.A. 

Greene,  Charles  S.    Ninth  Class.    U.S.A.    Lt.-Col.  6ist  Pa.  Inf. 
Grier,  Matthew  J.     Twenty-second  Class.     U.S.A.     Surgeon,  M.D., 

War  of  Rebellion.     Deceased. 
Griffin,  John  A.    Twenty-fifth  Class.    U.S.A. 


APPENDIX    F  375 

Griffith,  Richard  H.     Thirty-sixth  Class.    U.S.A.     Deceased. 

Griffith,   Samuel  Henderson.     Forty-eighth  Class.     U.S.N. 

Griscom,  John  S.  Twenty-eighth  Class.  U.S.N.  Acting  Ensign. 
Killed  on  the  "  Mackinaw,"  December  25,  1864. 

Grugan,  Florance  W.  Thirty-first  Class.  U.S.A.  ist  Lieut,  and 
Adjt.  2d  Pa.  Heavy  Artillery. 

Haeseler,  Francis  Joy.  Seventy-first  Class.  U.S.N.  Lieut,  on  U.  S. 
steamer  "  Texas"  in  Spanish  War.  Died  November  20,  1900. 

Haines,  William  C  Eighth  Class.  U.S.A.  Mexican  War,  War  of 
Rebellion. 

Hall,  Elisha.  Seventh  Class.  U.S.A.  Killed  at  Salem  Heights. 
War  of  Rebellion,  May  3,  1863.  Lt.-Col.  95th  Pa.  Vols. 

Hall,  Franklin.    Forty-fifth  Class.    U.S.A. 

Hall,  Harry.    Sixty-sixth  Class.    N.  A.    U.S.N. 

Hallowell,  Francis  P.  Thirty-fourth  Class.  2d  Asst.  Engineer 
U.S.N. 

Hamilton,  George  B.  F.  Forty-first  Class.  U.S.A.  Co.  B,  2d  Del. 
Inf.  Vols.  Died  September  17,  1862,  from  wounds  at  Antietam. 

Harkness,  William.     Twenty-fifth  Class.    U.S.A.    22d  Pa.  Res. 

Harmstead,  Martin  E.     Thirteenth  Class.    U.S.A.     Rev.    Deceased. 

Harres,  J.  Henry.     Seventeenth  Class.    U.S.A. 

Harris,  Charles  Danenbower.    Forty-ninth  Class.    U.S.A. 

Harris,  J.  Campbell.    Thirty-first  Class.    Capt.  Marine  Corps,  U.S.N. 

Harris,  Joseph  Smith.  Twenty-fourth  Class.  U.  S.  Coast  Survey, 
U.S.N. 

Harrison,  William  H.    Thirty-second  Class.    U.S.A. 

Harrisson,  Alexander  M.  Ninth  Class.  U.  S.  Coast  Survey.  De- 
ceased. 

Harvey,  John  C.    Eighteenth  Class.    U.S.A. 

Harwood,    Lilburn.    Tenth  Class.    U.S.A. 

Hatch,  Charles  Parker.  Twenty-second  Class.  U.S.A.  ist  Lieut, 
and  Adjt  53d  Pa.  Inf.  Died  May  5,  1900. 

Hayes,  Thomas  Henry.    Thirty-sixth  Class.    U.S.A. 

Heilman,  Horace  B.    Twenty-second  Class.    U.S.A. 

Helmbold,  Alfred.    Twenty-second  Class.    U.S.A. 

Henszey,  George  Carpenter.    Thirty-ninth  Class.     U.S.A. 

Hergeisheimer,  Edwin.  Eighteenth  Class.  U.  S.  Coast  Survey.  De- 
ceased. 

Hergesheimer,  Joseph  Unruh.  Fifty-fifth  Class.  U.  S.  Coast  Sur- 
vey. 

Hewston,  John  J.     Fifth  Class.     U.S.A.     Deceased. 


376  APPENDIX    F 

Hickey,  John  Charles.    Forty-fourth  Class.    U.S.A. 

Higgins,  Paul  Lajus.    Thirty-fifth  Class.    U.S.A. 

Hilt,  David  Brainard.    Thirty-sixth  Class.    U.S.A.    28th  Pa.  Vols. 

Hirsch,  Harry  J.  Eighty-second  Class.  U.S.A.  Capt.  2Oth  U.  S. 
Inf.  In  Philippines,  1900. 

Hirst,  Robert  L.    Seventy-ninth  Class.     W.  P.    U.S.A.     Lieut 

Hodgson,  Benjamin  Hubbert.  Forty-ninth  Class.  U.S.A.  De- 
ceased. 

Hollingsworth,  Charles  F.  Thirty-first  Class.  U.S.N.  ist  Asst. 
Engineer.  Deceased. 

Horn,  George  H.    Thirtieth  Class.    U.S.A. 

How,  David  Flintham.    Thirty-ninth  Class.    U.S.A. 

Howard,  Daniel  Waldo.     Thirteenth  Class.     U.S.A. 

Hubeli,  Edward  W.  Thirty-sixth  Class.  U.S.A.  Died  from 
wound  received  at  first  battle  of  Fredericksburg,  War  of  Rebel- 
lion. 

Huber,  Henry  H.     Second  Class.    U.S.A.    Deceased. 

Huey,  Samuel  Baird.    Thirty-third  Class.    U.S.N. 

Hunn,  William  G.    Forty-fifth  Class.    U.S.A. 

Jackson,  James.    Twentieth  Class.    U.S.A.     Major. 

Jackson,  John  Walker.    Third  Class.    U.S.A.    Rev.,  D.D. 

James,  Bushrod  W.    Twenty-ninth  Class.    U.S.A. 

Janeway,  John  H.    Twelfth  Class.    U.S.A. 

Jarden,  John  S.  Fifteenth  Class.  U.S.A.  Deceased.  Capt.  H2th 
Pa.  Inf.  Vols.  (2d  Pa.  Heavy  Artillery.)  Died  November  9, 
1863,  at  Fort  Thayer,  D.  C. 

Jenks,  John  Story.    Twenty-seventh  Class.    U.S.A. 

Jewell,  Kenneth.    First  Class.    U.S.A. 

Johnson,  Charles  Benjamin.     Forty-fourth  Class.     U.S.A. 

Jones,  David.    Thirty-fifth  Class.    U.S.N. 

Jones,  William  B.  Twenty-fifth  Class.  U.S.A.  2d  Pa.  Res. 
Vols.  Missing  at  White  Oak  Swamp. 

Jones,  Zebedee  Ring.    Thirteenth  Class.    U.S.A.    Deceased. 

Justus,  James  C.    Thirty-third  Class.    U.S.A. 

Kates,  Horace  N.    Twenty-fifth  Class.    U.S.A. 

Keeley,  Thomas  J.    Twenty-fifth  Class.    U.S.A. 

Keely,  Eschol.  Thirty-seventh  Class.  U.S.A.  Sergeant  I5th  U.  S. 
Inf.  Killed  at  Nashville. 

Keen,  William  W.  Twenty-first  Class.  U.S.A.  Asst.  Surgeon  5th 
Mass.  Vols.,  War  of  Rebellion.  Asst.  Surg.-Gen.  U.S.A. 

Kelley,  George  W.    Thirty-sixth  Class.    Capt.  U.S.A. 


APPENDIX    F  377 

Kelly,  William  H.    Forty-first  Class.    U.S.N. 

Kensil,  Joseph  A.    Fifteenth  Class.    U.S.A. 

Keyser,  Charles  P.    Forty-first  Class.    U.S.A.    Killed  at  Gettysburg, 

War  of  Rebellion.    2d  Lieut.  Co.  B,  isoth  Pa.  Vols. 
Kid,  Charleton  B.     Twenty-fifth  Class.    U.S.N. 
King,  William.     Twenty-first  Class.     2d  Asst.  Engineer  U.S.N. 
Kintzle,  William  Henry.    Thirty-eighth  Class.    U.S.A. 
Kirk,  Charles  Howard.    Fortieth  Class.    Lieut.  I5th  Pa.  Cav.,  U.S.A. 
Kirk,  William.     Thirty-first  Class.     Lieut.  6th   Pa.   Cav.,  "Rush's 

Lancers,"  U.S.A.    Mortally  wounded  at  battle  of  Todd's  Tavern, 

May  7,  1864.    Died  June  28,  1864. 
Kitchen,  Theodore.    Twenty-fourth  Class.    U.S.N. 
Knight,  T.  Morris.    Thirty-third  Class.    U.S.A. 
Knowles,  Oliver  Blachly.    Thirty-fourth  Class.    Major  U.S.A.    De- 
ceased. 
Kochersperger,    Charles.     Fifth   Class.     U.S.A.     Lt.-Col.   71  st   Pa. 

Vols.    Deceased. 

Koehler,  Edwin  Forrest.    Fifteenth  Class.    U.S.A.    Deceased. 
Lamb,  Daniel  Smith.    Thirty- fourth  Class.    M.D.    U.S.A. 
Lambert,  William  Harrison.     Thirty- fourth  Class.     Major  U.S.A. 

Medal  of  Honor  by  Act  of  Congress. 
Lane,  David  H.     Twenty-ninth  Class.    U.S.A. 
Langer,    Philip   Joseph.      Thirty-seventh    Class.      U.S.N.    Engineer 

Corps.    Deceased. 
Latta,  James  William.     Twenty-eighth  Class.     U.S.A.     Capt.  upth 

Pa.    Capt.  and  Adjt.-Gen.  U.  S.  Vols.    Brevet  Lt.-Col.    U.S.A. 

Adjt.-Gen.  of  Penna. 

Laws,  James.    Sixth  Class.    U.S.N.     Surgeon. 
Lawson,   James    S.      Sixth    Class.      U.    S.    Coast    Survey,    U.S.N. 

Deceased. 

Lee,  James  Dennis.    Fortieth  Class.    U.  S.  Engineer  Corps. 
Leech,    William   A.      Sixteenth   Class.     U.S.A.     Lt.-Col.   goth   Pa. 

Vols.    Deceased. 

Le  Grand,  Joseph  A.    Thirty-first  Class.    U.S.A. 
Leidy,  Philip.    Thirty-third  Class.    U.S.A.    Died  April  29,  1891. 
Leiper,  Thomas  I.    Twentieth  Class.    U.S.A. 
Levis,  Richard  J.     Sixth  Class.    U.S.A. 
Levy,  Aaron.    Thirty-fifth  Class.    U.S.A. 
Lewis,  Thomas  Esler.     Fortieth  Class.     U.S.A. 
Lindsay,  Edwin  F.    Thirty-fourth  Class.    U.S.A. 
Linnard,  Joseph  Hamilton.     Seventieth  Class.     U.S.N. 


3;8  APPENDIX    F 

Lister,  Charles  C.    Thirty-seventh  Class.    U.S.A. 
Logo,  Benjamin  F.    Thirty-fifth  Class.    U.S.A.     iipth  Pa. 
Longacre,  Orleans.    Thirty-fourth  Class.    2d  Asst.  Engineer  U.S.N. 
Longwell,   Harry  Shaner.     One  hundred  and  first  Class.     U.S.A. 

1st  Pa.  Vols.,  Spanish  War. 

Loxley,  Benjamin  Ogden.    Thirty-eighth  Class.    U.S.A. 
Lynch,  Augustine  T.    Thirty-fourth  Class.    U.S.A. 
Lynch,  Francis  A.    Thirty-second  Class.    U.S.A. 
Lynch,  James  C.    Twenty-seventh  Class.    U.S.A.    Brevet  Brig.-Gen. 

io6th  Pa.  Regt.,  i83d  Pa.  Regt,  etc.    Died  April  12,  1901. 
Lyon,  Luther  M.     Twenty-second  Class.     U.S.N. 
Macfarlane,  John  James.     Forty-second  Class.     U.S.A. 
MacManus,  Charles  V.    Thirty-fourth  Class.    U.S.A. 
MacNutt,  Ira.    Forty-seventh  Class.    W.  P.    U.S.A.     Capt. 
Macpherson,  William.    Thirty-first  Class.    U.S.A. 
Magilton,  Albert  L.    Third  Class.    U.S.A.    W.  P.    Col.  4th  Pa.  Res. 

Deceased. 

Mallery,  Daniel  G.     First  Class.     Rev.     U.S.A.     Deceased. 
Manderson,    Charles    F.      Twenty-fifth    Class.      Brig.-Gen.    Vols., 

U.S.A. 
Markley,  Alfred  C.     Thirty-sixth  Class.     Major  24th  Inf.,  U.S.A. 

War  with  Spain  and  in  Philippines. 
Marple,  Enoch  Wright.    Thirty-ninth  Class.    U.S.A. 
Mason,  Frederick  T.     Forty-second  Class.     U.S.N. 
May,   G.   W.     Forty-first   Class.     U.S.A.     8th   New   York  Inf.   in 

Spanish  War. 

McCleary,  Alexander  J.    Thirty-third  Class.    U.S.A. 
McConnell,  Henry.    Twenty-seventh  Class.    Chief  Engineer  U.S.N. 
McCullough,  John  T.    Thirty-fourth  Class.    U.S.A. 
McElhone,   James   Francis.     Thirty-eighth   Class.     Lt.-Col.  U.S.A. 

Died  of  wounds  received  at  Gaines's  Mill,  War  of  Rebellion. 
McGinley,  James.    Forty-second  Class.    U.S.A. 
Mcllvaine,    Henry    C.      Twenty-ninth    Class,      ist    Asst.    Engineer 

U.S.N.     Died  October  12,  1900. 

McKnight,  Harry  Clay.     Forty-fourth  Class.    U.S.A. 
McLean,  John  R.    Thirty-eighth  Class.    U.S.N. 
McMakin,  Lewis  M.    Twenty-sixth  Class.    U.S.A. 
McMenamin,  James  J.    Thirty-second  Class.    U.S.A. 
McMichael,  Walter.    Twenty-seventh  Class.    U.S.A. 
McMichael,  William.     Thirty-second  Class.     U.S.A. 
McMurtrie,  Faulkner.     Seventeenth  Class.     U.S.A.     Deceased. 


APPENDIX    F  379 

McMurtrie,  George  S.  Second  Class.  U.  S.  Coast  Survey.  De- 
ceased. 

McMurtrie,  Horace.    Thirty-second  Class.    U.S.N. 

McMurtrie,  Theodore.     Nineteenth  Class.    U.S.A. 

McVey,  John  Snyder.    Forty-eighth  Class.    U.S.A. 

Mercer,  Bernard.     Thirtieth  Class.     U.S.A. 

Merchant,  Thomas  Edward.     Thirty-eighth  Class.     U.S.A. 

Mickley,  Joseph  Philip.     Thirty-ninth  Class.     U.S.N.     Commander. 

Miller,  Franklin  B.  Thirty-third  Class.  U.S.A.  Killed  at  Spottsyl- 
vania  Court-House,  War  of  Rebellion. 

Miller,  Joseph  S.  Thirty-seventh  Class.  U.S.A.  Independent 
(Hampton's)  Battery  F,  Penna. 

Miller,  Richard  J.     Fortieth  Class.     U.S.A. 

Miller,  Samuel  C.  Forty-second  Class.  U.S.A.  Killed  at  Gettys- 
burg, War  of  Rebellion.  Sergt.  Co.  E,  I2ist  Pa.  Inf.  Vols. 

Milligan,  Robert  Wiley.    Thirty-ninth  Class.    U.S.N. 

Mindil,  George  Washington.  Thirty-fourth  Class.  General  U.S.A. 
Medal  of  Honor  by  Act  of  Congress. 

Mitchell,  George  H.    Twenty-third  Class.    U.S.A. 

Mitchell,  S.  B.  Wylie.  Fourteenth  Class.  U.S.A.  Surgeon  i8th 
Pa.  Inf.  Lt.-Col  8th  Pa.  Cav.  Deceased. 

Monroe,  Robert.    Sixteenth  Class.    U.S.A. 

Moore,  Carlton  Ridgway.    Forty-second  Class.    U.S.A. 

Moore,  J.  Ridgway.    Thirty-sixth  Class.    U.S.A.     Deceased. 

Moorhead,  Thomas  E.    Twenty-seventh  Class.    U.S.A. 

Morehead,  Robert  R.  Third  Class.  U.S.A.  Killed  at  the  battle  of 
Monterey,  Mexican  War,  1847. 

Morgan,  George  P.  Thirty-second  Class.  U.S.A.,  1861-65.  ist  Pa. 
Light  Artillery,  Capt.  of  Battery.  Wounded  three  times. 

Morgan,  Joseph,  Jr.    Fortieth  Class.    U.S.N.    Engineer  Corps. 

Morice,  William  Nelson.  One  hundred  and  first  Class.  U.S.A. 
Spanish  War. 

Morrison,  James  F.    Thirty-third  Class.    U.S.A.    Co.  K,  2d  Pa.  Res. 

Moss,  Henry  N.    Fortieth  Class.    W.  P.    U.S.A. 

Moss,  Joseph  Moree,  Jr.  Fortieth  Class.  U.S.A.  2d  Lieut.  Co.  K, 
n8th  Pa.  Inf.  Vols.  Killed  at  Shepherdstown,  Va.,  Sep- 
tember 20,  1862. 

Mowrey,  George  Henry.    Thirty-eighth  Class.    U.S.A. 

Munch,  Augustus  C.  F.  Thirty-eighth  Class.  U.S.A.  Killed  at 
Antietam,  War  of  Rebellion.  Co.  I,  4th  Pa.  Res.  Inf.  Vols. 

Murgatroyd,  George  S.    First  Class.    U.S.A.    Deceased. 


380  APPENDIX    F 

Murphy,  Arthur  E.  Seventh  Class.  U.S.A.  Killed  in  battle,  June,  1864. 

Murphy,  Rufus  W.    Thirty-fourth  Class.    U.S.A.    Deceased. 

Murray,  Jacob  M.    Thirty-sixth  Class.    U.S.N. 

Musgrave,  Edward  G.    Thirty-second  Class.    U.S.N. 

Napheys,  Benjamin  F.    Thirty-eighth  Class.    U.S.N. 

Napheys,  George  Henry.  Thirty-sixth  Class.  M.D.  U.S.A.  Asst. 
Medical  Officer  on  U.  S.  steamer  "  Mingo,"  War  of  Rebellion. 

Neall,  William  N.    Thirty-fourth  Class.    U.S.A. 

Neel,  Percy  Landreth.  Ninety-eighth  Class.  U.S.N.  Asst.  Engi- 
neer. Spanish  War. 

Newbold,  Henry  Austie.    Forty-third  Class.    U.S.A. 

Newgarden,  George  Joseph.  Seventy-sixth  Class.  U.S.A.  Capt. 
and  Asst.  Surgeon. 

Ninesteel,  Jacob.    Fifteenth  Class.    U.S.A.    Capt.  88th  Pa.  Inf.  Vols. 

Noble,  William.  Thirty-sixth  Class.  U.S.A.  ist  Lieut,  and  Adit. 
2d  Mich.  Vols.  Killed  at  Knoxville,  War  of  Rebellion,  No- 
vember 24,  1863. 

Nones,  William  C.    Forty-first  Class.    U.S.A. 

Norcross,  John  E.    Thirty- fourth  Class.    U.S.A. 

Norton,  Lemuel  B.    Thirty-third  Class.    U.S.A. 

Nowlen,  Garret.    Twenty- fourth  Class.    U.S.A.    Deceased. 

Oberteuffer,  John  Henry.  Thirty-second  Class.  U.S.A.  War  of 
Rebellion. 

O'Brien,  Charles  Evans.    Forty-fifth  Class.     U.S.A.    Deceased. 

Odiorne,  Henry  B.  Thirtieth  Class.  U.S.A.  Killed  at  Fort  Fisher, 
War  of  Rebellion.  Co.  D,  97th  Pa. 

O'Hara,  Michael.    Twelfth  Class.    U.S.A. 

Omansetter,  John  H.    Tenth  Class.    U.S.A. 

O'Neill,  William  Anderson.    Thirty-ninth  Class.    U.S.A. 

O'Reilly,  Robert.    Thirty-ninth  Class.    U.S.A. 

Orr,  Robert  L.     Twenty-fifth  Class.     Col.  6ist  Pa.  Inf.,  U.S.A. 

Ostheim,  Louis.  Seventy-third  Class.  U.S.A.  W.  P.  Capt.  ist 
U.S.A.  Artillery.  Died  April,  1899.  Spanish  War.  Philippines. 

Ovenshine,  Samuel.     Thirty-ninth  Class.     U.S.A. 

Overman,  Harry.     Thirty-sixth  Class.     U.S.A.     Deceased. 

Overman,  Lewis  Cooper.  Thirty-sixth  Class.  Major  U.S.A.  Engi- 
neer Corps.  W.  P.  Died  May  8,  1899,  at  Nantucket,  Mass. 

Palmer,  William  J.    Twenty-first  Class.    U.S.A.    Col.  isth  Pa.  Cav. 

Parham,  Charles.    Eighth  Class.    U.S.A.    Col.  29th  Pa.  Vols. 

Park,  Robert  J.,  Jr.  Thirty-sixth  Class.  U.S.A.  Died  of  wounds 
received  at  battle  of  Antietam,  War  of  Rebellion. 


APPENDIX    F  381 

Park,  William  D.,  Jr.  Thirty-fourth  Class.  Engineer  Corps,  U.S.N. 
Deceased. 

Parsons,  Henry  Cooley.  Eighteenth  Class.  U.S.A.  Capt.  ii5th 
Pa.  Vols. 

Patterson,  James  W.  Thirty-second  Class.  U.S.N.  2d  Asst.  Engi- 
neer. 

Patton,  Edward  Wagner.  Forty-fourth  Class.  U.S.N.  U.S.A. 
War  of  Rebellion. 

Peddle,  William  R.    Thirty-fifth  Class.    U.S.A. 

Peele,  Charles  Edward.     Seventy-sixth  Class.    W.  P.    U.S.A. 

Pelouze,  Lewis  H.  Thirteenth  Class.  W.  P.  U.S.A.  General.  De- 
ceased. 

Peltz,  Richard.     Seventeenth  Class.     U.S.A. 

Perkins,  E.  Stanley.    Forty-second  Class.    U.S.N. 

Peterman,  William  R.    Thirty-second  Class.    U.S.A. 

Pidgeon,  David  H.    Thirty-first  Class.    U.S.A. 

Pile,  Charles  H.    Thirty-first  Class.    U.S.N. 

Pile,  Wilson  H.     Thirty-first  Class.     U.S.A. 

Pleasants,  Henry.  Eighteenth  Class.  U.S.A.  Lt.-Col.  48th  Pa. 
Vols.  Deceased. 

Plotts,  Reseau  B.  Twenty-sixth  Class,  ist  Asst.  Engineer.  Retired. 
Lieut.  U.S.N. 

Plum,  Lewis  H.    Thirteenth  Class.    U.S.A.    Deceased. 

Pope,  Byron.     Thirty-fourth  Class.     U.S.A. 

Potter,  Robert  B.  Sixteenth  Class.  U.S.A.  Lt.-Col.  sist  N.  Y. 
Vols.  Deceased. 

Price,  Abel  Fitzwalter.    Forty-ninth  Class.    U.S.N. 

Pritchett,  Joseph  H.    Forty-seventh  Class.    U.S.A. 

Randal,  Edward  L.    Twenty-first  Class.    U.S.A. 

Randall,  Francis  Joshua.  Twenty-sixth  Class.  Major  Q5th  Pa.  Inf., 
U.S.A.  Deceased  October  13,  1896. 

Randolph,  Wallace  F.  Thirty-fourth  Class.  Major  U.S.A.  Col. 
3d  Artillery. 

Rau,  Charles  F.  Thirty-sixth  Class.  U.S.A.  Killed  at  battle  of 
Sharpsburg,  War  of  Rebellion. 

Rau,  John  Frederick.  Thirty-seventh  Class.  U.S.A.  Killed  at  An- 
tietam,  War  of  Rebellion. 

Read,  George  Henry.    Thirty-eighth  Class.    U.S.N.,  Paymaster's  Dept. 

Reany,  James.    Thirty-fourth  Class.    U.S.A. 

Reger,  George  F.    Thirty-first  Class.    U.S.A. 

Reichenbach,  William  C.  F.    Forty-second  Class.    U.S.N. 


382  APPENDIX    F 

Reichner,  Louis.     Forty-sixth  Class.    U.S.N. 
Remak,  Stanislaus.    Forty- third  Class.    W.  P.    U.S.A. 
Rennard,  John  Clifford.     Eighty-fourth  Class.    W.  P.    U.S.A. 
Rhoads,  Joseph  R.    Thirty-second  Class.    U.S.A. 
Rich,  John  Contee.    Forty-second  Class.    N.  A.    U.S.N. 
Ridgely,   Thomas  H.     Twenty-second   Class.     M.D.     U.S.A.     De- 
ceased. 

Ridgway,  John  Jacob.    Fortieth  Class.    U.S.A. 
Riehl,  John  S.    Eighth  Class.     U.S.A. 
Rizer,  Martin.    Tenth  Class.    U.S.A.    Deceased. 
Robarts,  James.    Thirty-sixth  Class.    U.S.N.    Killed  at  the  battle  of 

Vicksburg,  War  of  Rebellion. 

Robb,  Alexander  W.    Thirteenth  Class.    U.S.A.    Deceased. 
Roberts,  Hugh  O.    Twenty-third  Class.    U.S.A. 
Robinson,   J.    Catherwood.     Thirty-seventh    Class.      U.S.A.      iO4th 

Pa.  Vols. 
Robinson,  William  T.    Twenty-ninth  Class.    U.S.A.    iO4th  Pa.  Vols. 

Surgeon.    Died  April  15,  1900. 
Rockafellar,   Harry.      Thirty-third    Class.      U.S.A.      Lt.-Col.   71  st 

N.  Y.  Regt 

Rodney,  Robert  Burton.    Thirty-fourth  Class.    U.S.N.     Retired. 
Roese,  Frederick  L.    Thirty-fifth  Class.    U.S.A. 
Rogers,  John  I.    Thirty-sixth  Class.    U.S.A.    Col.    Judge  Advocate 

General  of  the  National  Guard  of  Pa. 
Rogers,   Theodore  C.     Thirty-third  Class.     U.S.A.     Killed  in  the 

battle  of  the  Wilderness,  War  of  Rebellion. 
Roney,  Samuel  B.    Twenty-second  Class.    U.S.A. 
Roney,  William  J.    Thirty-sixth  Class.    U.S.A.    6th  Pa.  Cavalry. 
Rorer,  Thomas  J.    Thirty-seventh  Class.     U.S.A.    72d  Pa.  Vols. 
Rose,  Francis  B.    Twenty-second  Class.     U.S.N. 
Rose,  John  Frailey.    Thirty-eighth  Class.    U.S.A. 
Rowand,  Thomas  G.    Thirteenth  Class.    U.S.A. 
Ruoff,  John  H.    Thirty-fifth  Class.    U.S.A. 
Rush,  Jesse  Ziegler.     One  hundred  and  first  Class.     U.S.A.     ist 

Regt.  Pa.  Vol.  Inf.     Spanish  War. 

Ruth,  Joseph  T.  W.    Second  Class.    U.  S.  Coast  Survey.    Deceased. 
Ruth,  Melancthon  Love.    Forty-sixth  Class.    U.S.N. 
Ryan,  John  J.    Fortieth  Class.    Engineer  Corps,  U.S.N. 
Sacriste,  Louis  Genotelle.    Forty- fourth  Class.    Adjt.  ii6th  Pa.  Vols. 

U.S.A. 
Sailer,  Isaac  D.    Thirty-seventh  Class.    U.S.A. 


APPENDIX    F  383 

Sailer,  John.     Thirty-second  Class.    U.S.A. 

Sailer,  Thaddeus  K.     Fortieth  Class.     U.S.N.     Deceased. 

Samuel,  Edward  Ingersoll.    Forty-fourth  Class.    U.S.A. 

Samuel,  William  H.  Thirtieth  Class.  Government  Reporter,  Middle 
Military  Department,  1862-65. 

Sanderson,  Joseph  W.    Thirtieth  Class.    U.S.A. 

Sandgrau,  Mitchell.     Thirty-seventh  Class.     U.S.A. 

Savage,  John.    First  Class.    U.S.A.    Deceased. 

Scattergood,  Edward  F.  Thirty-seventh  Class.  U.S.N.  Acting  1st 
Asst.  Engineer.  Died  on  U.  S.  steamer  "  Maratanza,"  Sep- 
tember 30,  1864,  off  Wilmington,  N.  C.  Buried  at  sea. 

Scheide,  Charles  E.    Thirty-fifth  Class.    U.S.A. 

Schell,  Frederick  B.    Twenty-sixth  Class.    U.S.A. 

Schell,  Henry  S.    Twenty-second  Class.    U.S.A.    Deceased. 

Schoales,  Joseph  D.    Twenty-fifth  Class.    U.S.A. 

Schober,  Frederick.    Thirty-seventh  Class.    U.S.N.    Engineer  Corps. 

Schoch,  Clinton.    Twenty-ninth  Class.    U.S.A. 

Schwemmer,  William  F.  Thirty-third  Class.  U.S.A.  Deceased. 
Lieut.  5th  Pa.  Cavalry. 

Scott,  Edwin  F.    Thirty-second  Class.    U.S.A. 

Sellers,  Charles  P.    Thirtieth  Class.    U.S.A. 

Sellers,  Edwin  E.    Thirty-second  Class.    U.S.A.    Deceased. 

Sellers,  Gilbert  L.  Thirty-eighth  Class.  U.S.A.  Corp.  Co.  E,  72d 
Pa.  Inf.  Vols.  Died  June  12,  1862,  of  wounds  received  at  Fair 
Oaks,  Va.,  while  on  picket  duty. 

Shaffner,  John.    Twenty-fourth  Class.    U.S.A. 

Sheridan,  Andrew.    Thirty-ninth  Class.    U.S.A. 

Sheridan,  James  B.    Twenty-second  Class.    U.S.A.    Deceased. 

Sheridan,  Owen,  Jr.    Twenty- fourth  Class.    U.S.A. 

Shields,  George  W.    Thirty-eighth  Class.    U.S.A.    Deceased. 

Shower,  Edward.    Thirty-ninth  Class.    U.S.A. 

Sickel,  Horatio  Gates.  Sixty-third  Class.  W.  P.  U.S.A.  Capt. 
7th  Cav. 

Simon,  Walter  Ireton.    Thirty-fourth  Class.    U.S.N.    Deceased. 

Skinner,  Robert  W.    Forty-third  Class.    U.S.A. 

Slonaker,  William  H.    Twenty-eighth  Class.    U.S.A.    Deceased. 

Smith,  Horace  Weymes.     First  Class.     U.S.A.     Deceased. 

Smith,  H.  Hobart.    Forty-fifth  Class.    U.S.A.     Capt. 

Smith,  Wilson  F.    Thirtieth  Class.    U.S.A. 

Soby,  David  S.  Tenth  Class.  U.S.A.  Killed  in  battle,  August  30, 
1862. 


384  APPENDIX    F 

Sorber,  Frederick  A.    Forty-first  Class.    U.S.A. 

Stees,  Charles  J.    Twenty-third  Class.    U.S.A.    Major. 

Steever,  Edgar  Zell,  Jr.    Fifty-first  Class.    U.S.A. 

Stellwagon,  Thomas  C.     Thirty-third  Class.     U.S.N. 

Stevens,   Hennell.     Fifteenth  Class.     U.S.A.     Capt.     Died  July  9, 

1897,  at  Brazoria,  Tex. 
Stevenson,  Hugh  Sheppard.    Ninety-sixth  Class.    U.S.A.    i8th  U.  S. 

Regt.  Inf.     Corporal.    2d  Lieut.  May,  1901. 
Stewart,  Reid  T.     Fiftieth  Class.     U.S.A.     Killed  at  Fort  Laramie 

in  Indian  War. 

Stork,  William  L.     Thirty-seventh  Class.     U.S.A.     29th  Pa.  Vols. 
Stratton,  Isaiah  Harrison.     Thirty-third  Class.     U.S.A.     Corp.  and 

Sergt.  15th  Pa.  Cav.  Vols.     Died  in  hospital  at  Murfreesboro, 

Tenn.,  March  16,  1863. 

Strong,  William  Washington.    Thirty-ninth  Class.    U.S.A. 
Supplee,  Samuel  Warren.    Thirty-first  Class.    U.S.A. 
Swayne,  Franklin.    Thirty-fifth  Class.    U.S.N. 
Swire,  William  H.    Thirty-fourth  Class.    U.S.A.    Deceased. 
Thatcher,  George  Baker.     Thirty-ninth  Class.     U.S.A.     Adjt.  98th 

111.  Inf. 

Thatcher,  Justus  M.    Thirtieth  Class.    U.S.A. 
Thayer,  Harry  G.     Twenty-third  Class.     U.S.N.     Asst.  Paymaster. 

Served  in  Farragut's  fleet.     Died  January  17,  1901. 
Thomas,  Joseph  Horton.     Thirty-eighth   Class.     U.S.N.     Engineer 

Corps. 

Thomas,  William  Paca.  Thirty-third  Class.  U.S.A. 
Thompson,  Lewis  T.  Twenty-eighth  Class.  U.S.A. 
Tisdall,  William  Newlin.  Fourteenth  Class.  U.S.A.  Capt.  and 

Quartermaster  ist  U.  S.  Inf.    Deceased. 
Town,  Andrew  Jackson.    Forty-third  Class.    Major  U.S.A. 
Town,  Gustavus  W.     Twenty-ninth  Class.     General  U.S.A.     Killed 

at  Salem  Heights,  War  of  Rebellion,  May  3,  1863.    Col.  95th  Pa. 

Inf.  Vols. 

Town,  Thomas  H.    Third  Class.    U.S.A.    Deceased. 
Townsend,  Isaac,  Jr.    Seventeenth  Class.    U.S.A. 
Tracy,   Charles  W.     Twenty-first  Class.     U.S.N.     Lieut.-Commdr. 

Retired. 

Traquair,  Horace.    Thirty- fourth  Class.    U.S.A. 
Treadway,  Harvey  B.    Fortieth  Class.    U.S.A. 
Trout,  George  Harry.     Seventy-fifth  Class.    W.  P.    U.S.A. 
Troutman,  George  H.    Thirty-second  Class.    U.S.A. 


APPENDIX    F  385 

Turner,  Thomas  Jefferson.    Eleventh  Class.    U.S.N.    Med.  Director. 

Tweedale,  John.     Thirty-sixth  Class.     U.S.A.     Major. 

Tyndale,  John.    Thirty-fourth  Class.    U.S.A. 

Vance,   Charles  Andrew.     One  hundred  and  third   Class.     U.S.A. 

7th  Cav.     Spanish  War. 

Vankirk,  Lewis  D.    Thirty-fourth  Class.    U.S.A.    Deceased. 
Vauclain,  James  L.    Twenty-ninth  Class,    ist  Asst.  Engineer  U.S.N. 
Vaughan,  John  Alexander.     Fortieth  Class.     N.  A.     U.S.N. 
Vinal,  Washington  Irving.    Forty-fourth  Class.    U.  S.  Coast  Survey. 
Vogdes,  William,  Jr.     Sixteenth  Class.    U.S.A.    Deceased. 
Vogdes,  W.  Wayne.    Forty-first  Class.    U.S.A. 
Volkmar,    William   Jefferson.      Forty-sixth    Class.       W.    P.       Col. 

Asst.  Adjt.-Gen.  U.S.A.     Died  March  4,  1901. 
Wagner,  Orlando  G.    Twenty-second  Class.    W.  P.    U.S.A.    Killed 

at  Yorktown,  War  of  Rebellion.     Brevet  Capt. 
Walker,  James  H.    Twenty-ninth  Class.    U.S.A. 
Wallwork,  Joseph  M.     Forty-second  Class.     U.S.A. 
Walton,  David  G.    Forty-third  Class.    U.S.A.    Killed  at  Gettysburg, 

War  of  Rebellion.     Corp.  io6th  Pa.  Inf.  Vols. 
Walton,  Edwin.    Forty-eighth  Class.    U.S.A. 
Walton,  Jesse  S.    Twenty-fifth  Class.    U.S.A. 
Wannemacher,  George  W.    Thirty-first  Class.    U.S.A. 
Warbrick,  William.    Twenty-ninth  Class.    U.S.A. 
Waterman,  Charles  Douglass.    Thirty- fourth  Class.    W.  P.    U.S.A. 

Deceased. 

Watson,  Charles.    Eighteenth  Class.    U.S.A. 
Watson,  Edward  H.    First  Class.    U.S.N.    Surgeon.    Lost  at  sea. 
Watson,  John  P.    Twenty-seventh  Class.    U.S.A. 
Watson,  Rudolph  J.    Thirty-fourth  Class.    U.S.A.    Deceased. 
Wayne,  William  H.,  Jr.     Thirty-first  Class.     U.S.A.     Sergt.-Major 

I5th  Pa.  Cav.    Died  April  12,  1863. 
Weaver,  David  P.    Sixth  Class.    U.S.A.    Major. 
Weaver,  Horace  Taylor.    Fortieth  Class.    U.S.A. 
Weaver,  James  H.  B.    Thirty-eighth  Class.    N.  A.    U.S.N. 
Welch,  Benjamin  G.    Twenty-sixth  Class.    U.S.A. 
Wells,  Edwin.    Forty-fifth  Class.    U.S.N. 
Wells,  Howard.    Forty-ninth  Class.    U.S.N. 
West,   Charles  Warren.     Seventeenth  Class,     ist  Lieut,  and  Adjt. 

72d  Pa.  Vols.    Capt.  U.S.A. 
West,  Preston  C.  S.    Eighteenth  Class.    U.S.A. 
Whilldin,  John  L.    Twenty-third  Class.    U.S.A.    Deceased. 

25 


386  APPENDIX    F 


White,  Aaron  Clement.    Thirty-fifth  Class.    U.S.A. 
Whitecar,  William  B.    Nineteenth  Class.    U.S.A. 
Widdis,  Cornelius  C.    Twenty-seventh  Class.    U.S.A. 
Wiedersheim,  John  A.    Thirty-third  Class.    U.S.A.    Corp.  upth  Pa. 

Vols. 

Wiedersheim,  Theodore  E.    Forty-second  Class.    Col.  U.S.A. 
Wiedersheim,  William  A.    Twenty-ninth  Class.    U.S.A. 
Wilfong,  George.     Forty-first  Class.     U.S.A. 
Williams,  Arthur  Howell.    Fifty-fifth  Class.    U.S.A. 
Williams,  Frederick.    Thirty-first  Class.    U.S.A. 
Williamson,  John  D.    Nineteenth  Class.     Chief  Engineer,  U.S.N. 
Willis,  Charles  K.    Forty-second  Class.    U.S.A. 
Wilson,  Benjamin  Buck.     Tenth  Class.     U.S.A.     Surgeon  and  Lt- 

Col.  U.  S.  Vols. 

Wilson,  Walter  Gould.    Fortieth  Class.    U.S.A. 
Winchester,   J.   Oliver.     Thirty-seventh    Class.     Keystone   Battery. 

U.S.A. 

Wingate,  Walter.    Twenty-sixth  Class.    U.S.A. 
Winslow,  Stephen  N.    Third  Class.    U.S.A. 
Wolfe,  Frank.    Twenty-sixth  Class.    U.S.A.     Deceased. 
Woodruff,  Charles  Edward.    Seventy-third  Class.    U.S.A. 
Workman,  James  Henry.    Thirty-ninth  Class.    U.S.A.    6th  Pa.  Cav. 
Wright,  John  B.    Thirty-fifth  Class.    U.S.A. 
Wright,   William   B.     Fourteenth   Class.     U.S.A.     Captain  during 

War  of  Rebellion. 
Young,  James  Black.     Fortieth  Class.     U.S.N.     ist  Lieut.  Marine 

Corps. 

Zane,  Abraham  Varshoy.    Fifty-fourth  Class.    N.  A.    U.S.N. 
Zell,  T.  Ellwood.     Tenth  Class.     U.S.A.     Lt.-Col.  3d  Battery,  Pa. 

Inf. 
Zoll,  John  M.    Thirty-second  Class.    U.S.A. 


APPE1 

I.—  COURSE    OF    ST 

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History  of  Eng- 
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Latin  Les- 
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Natural  Philos- 
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Universal  His- 
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French  (Read- 
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French  (  Gram- 
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Chemistry 
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Geography  of 
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Index 

¥ 


ACT  OF  1818. 

Constitutes  First  School  District,   16, 
17 

Criticism  of,  17 
ACT  OF  1836. 

Authorizes  Central  High  School,  23 

Effects  of,  25-27 
ACT  OF  1849. 

Grants  power  to  confer  degrees,  130,  131 
ADAMS,  JOHN  QUINCV. 

On  astronomical  science,  82 
ALUMNI. 

In  journalism,  228-230 

Advocate  new  buildings,  284,  285 

Statistics  of  recent  graduates,  288,  289 

Organizations  of,  290,  291 

Work  of,  295-310 
AMERICAN  PHILOSOPHICAL  SOCIETY. 

Interest  in  astronomy,  81 
ANGELA,  LEWIS. 

Election  of,  180 

Death  of,  201 

Sketch  of,  319 
ANGLO-SAXON. 

In  Central  High  School,  131-133 
ARNOLD,  MICHAEL. 

On  the  Hart  Faculty,  122 
ASSOCIATED  ALUMNI   OF  THE  CENTRAL 
HIGH  SCHOOL. 

Organized,  291 

Work  of,  294,  295 

Officers  of,  311,  312 
ATHLETICS. 

Bache  on,  248-250 

Account  of,  250-260 

Influence  of,  262,  263 
BACHE,  ALEXANDER  DALLAS. 

Career  of,  43-45 

Election  of,  45 

On  the  Central  High  School  Faculty, 
60 

Report  of,  on  organization  of  Central 
High  School,  61-65 


BACHE,  ALEXANDER  DALLAS. 

As  Superintendent  of  Schools,  69 

Personality  of,  70,  79,  80 

Resignation  of,  72,  73 

On  athletics,  248-250 

Sketch  of,  319 
BARTINE,  DAVID  W. 

Election  of,  198 

Cadet  corps  and,  213 

Sketch  of,  320 
BARTLETT,  JOHN. 

Scientific  work  of,  216 
BEALE,  JOSEPH  B. 

Election  of,  182 

Sketch  of,  320 
BECKER,  GEORGE  J. 

As  a  teacher,  58 

Election  of,  108 

Sketch  of,  320 
BELKNAP,  HENRY  H. 

Election  of,  275 

Sketch  of,  320 
BERGER,  SAMUEL  E. 

Election  of,  270 

Sketch  of,  320 
BIDDLE,  NICHOLAS. 

Report  of,  on  education,  13 
BOOTH,  JAMES  C. 

Election  of,  56 

Resignation  of,  113 

Sketch  of,  321 
BOY£,  MARTIN  H. 

Election  of,  113 

Resignation  of,  179 

Sketch  of,  321 
BRANDT,  FRANCIS  B. 

Election  of,  275 

Head    of    Department    of    Pedagogy, 
278 

Sketch  of,  321 
BRECK,  SAMUEL. 

Work  of,  for  public  schools,  19-21 

Proposes  college  for  Philadelphia,  31 
387 


388 


INDEX 


BR£GY,  FRANCOIS  A. 

Election  of,  104 

As  a  teacher,  163,  164,  170 

Resignation  of,  178 

Returns  to  Central  High  School,  181 

Death  of,  203 

Sketch  of,  322 
BROOKFIELD,  ROBERT  M. 

Election  of,  275 

Sketch  of,  322 
BURDEN,  JESSE  R. 

His  amendment  to  Act  of  1836,  24 
CAMPBELL,  DAVID  J. 

Election  of,  275 

Sketch  of,  322 
CANNON,  THOMAS  B. 

Election  of,  114 

Sketch  of,  322 
CARTER,  OSCAR  C.  S. 

Election  of,  205 

Sketch  of,  322,  323 
CENTRAL  HIGH  SCHOOL. 

Priority  in  Middle  States,  28,  29 

First  building,  36 

Laying  of  corner-stone,  36-38 

The  first  Faculty,  39-42 

Opening  of  building,  42 

Election  of  Bache,  45 

Public  opinion  and,  123-128 

Public  examination  of,  127,  128 

Second  building,  139-142 

Attacks  on,  143-148 

Criticisms  of,  184 

Investigations  of,  192-194 

Reorganization  of  Faculty,  194-196 

Changes  in  methods,  264,  265 

Expansion  of,  274,  275 

The  new  buildings,  282-286 

Cost  of  new  buildings,  283 

Semi-centennial   anniversary   of,    291- 

293 
CHRISTINE,  FREDERICK  F. 

Election  of,  204 

Sketch  of,  323 
CIVIL  WAR. 

Central  High  School  and,  189-192 

Army  and  Navy  List,  368-386 
CLIFF,  GEORGE  HOWARD. 

Election  of,  205 

Author   of    History   of   Central  High 
School,  293 

Sketch  of,  323 


COAST  SURVEY,  UNITED  STATES. 

Central  High  School  and,  77,  78 
COLLEGE  OF  PHILADELPHIA. 

Suggestion  of,  287 
COMMENCEMENTS. 

The  first,  70-72 

Controversy  over  tickets,  185-187 

Record  of,  350-356 
COMMERCE,  DEPARTMENT  OF. 

Organized,  276,  277 
CONSTITUTION  OF  1776. 

Clause  on  education,  8 
CONSTITUTION  OF  1790. 

On  education,  8,  9 
COOK,  JOEL. 

Address  to  Professor  Hart,  152,  153 

"  Valedictory  Manifesto"  and,  187 

Recitations  of,  222 
CORLISS,  GEORGE. 

Election  of,  200 

Resignation  of,  202 

Sketch  of,  323 
COUNCIL,  ATHLETIC. 
^Establishment  of,  261 
BOURSES  OF  STUDY. 

Under  Bache,  61-65,  80 

Under  Hart,  129,  131-136 

Investigation  of,  145,  146 

Under  Maguire,  183,  184 

Under  Riche,  207-211 

Under  Johnson,  267-269 

Organization  of  departments,  274 

Under  Thompson,  276,  277 

Charts  of,  Appendix  G. 
CRESSON,  JOHN  C. 

Election  of,  56 

Resignation  of,  103 

Sketch  of,  324 
DAVIDSON,  GEORGE. 

On  Bache,  66 

Reminiscences  of,  73-80 

Lick  Observatory  and,  97 
DELOUTTE,  J.  A. 

Election  of,  50 

As  a  teacher,  50,  51 

Sketch  of,  324 
DISCIPLINE. 

Under  Bache,  66,  67,  76 

Under  Hart,  137,  138 

Under    Maguire,    184,    185,    188, 
189 

Committee  of,  278 


INDEX 


389 


DOLLEY,  CHARLES  S. 

Election  of,  270 

Sketch  of,  324 
DUBOIS,  HOWARD  W. 

Election  of,  270 

Sketch  of,  324 
DUNLAP,  THOMAS. 

On  Lancaster ianism,  26 

Leadership     of,     in     education,     33, 
34 

Address  at  Central  High  School  Com- 
mencement, 37,  38 
ECONOMIC  SOCIETY. 

Organized,  246 
EDINBURGH  HIGH  SCHOOL. 

Described,  29,  30 
EDMONDS,  FRANKLIN  S. 

Election  of,  275 

Sketch  of,  325 
EXERCISES,  OPENING. 

Under  Hart,  138,  139,  143 

Under  Riche,  220,  221 
FACULTY. 

Organized,  138 

Under  Rich£,  206,  207 
FALKNER,  ROLAND  P. 

Reminiscences  of,  223,  224 
FALTERMAYER,  JOSEPH. 

Election  of,  275 

Sketch  of,  325 
FARR,  CHESTER  N.,  JR. 

Election  of,  270 

Sketch  of,  325 
FISHER,  JAMES  B. 

Election  of,  119 

Sketch  of,  325 
FISHER,  SAMUEL  S. 

Election  of,  114 

Sketch  of,  325 
Fox,  JOSEPH  C. 

Election  of,  275 

Sketch  of,  326 
FRAZER,  JOHN  F. 

Election  of,  103 

Sketch  of,  326 
FREEBORN,  JAMES. 

Chairman    of    Central     High    School 

Committee,  194,  197 
FROST,  JOHN. 

Election  of,  39 

Resignation  of,  109 

Sketch  of,  326 


GALBRAITH,  THOMAS  R. 

Election  of,  275 

Sketch  of,  326 
GEORGE,  HENRY. 

Criticism    of    Central    High    School, 

158 
GERARD,  GEORGES. 

Election  of,  178 

Retirement  of,  180 

Sketch  of,  326 
GRAHAM,  J.  HENRY. 

Election  of,  275 

Sketch  of,  327 
GRAY,  WILLIAM  F. 

Election  of,  270 

Sketch  of,  327 
GREENE,  WILLIAM  H. 

Election  of,  204 

Scientific  Microcosm,  215-219 

Sketch  of,  327 
GRISCOM,  JOHN. 

On  Edinburgh  High  School,  29,  30 
HANEY,  JOHN  L. 

Election  of,  275 

Sketch  of,  327 
HARLEY,  LEWIS  R. 

Election  of,  275 

Sketch  of,  328 
HART,  JOHN  S. 

On  Act  of  1836,  27 

Career  of,  98-101 

Election  of,  as  Principal,  102 

Activity  of,  in  education,  125 

Resignation  of,  150 

Farewell  of,  154, 155 

As  a  teacher, 165,  166,  171 

Sketch  of,  328 
HARTSHORNE,  HENRY. 

Election  of,  181 

Resignation  of,  199 

Sketch  of,  328,  329 
HAUSSMANN,  WILLIAM  H. 

Election  of,  275 

Sketch  of,  329 
HAVERSTICK,  HENRY. 

Election  of,  107 

Sketch  of,  329 
HEANY,  J.  ALLEN. 

Election  of,  275 

Sketch  of,  329 
HERRICK,  CHEESMAN  A. 

Election  of,  275 


390 


INDEX 


HERRICK,  CHEESMAN  A. 

Head   of   Department    of    Commerce, 
277 

Sketch  of,  329 
HEYER,  FREDERICK  G. 

Election  of,  114 

Sketch  of,  330 
HIGH  SCHOOL. 

Origin  of  term,  28 

HIGH  SCHOOL  SOCIETY  OF  THE  CITY  OF 
NEW  YORK. 

Work  of,  so/ 
HILL,  JAMES  M. 

Election  of,  275 

Sketch  of,  330 

HOLLINGSWORTH,  THOMAS  G. 

On  Board  of  School  Controllers,  34 
HOLT,  JACOB  F. 

Election  of,  199 

As  a  teacher,  224 

Sketch  of,  330 
HOPPER,  HARRY  SHELMIRE. 

On  opening  exercises,  220 

Edits  General  Catalogue,  293 
HOPPER,  ZEPHANIAH. 

As  monitor,  67 

Graduation  of,  71 

Election  of,  118 

As  Acting  President,  265,  272 

Sketch  of,  330 
HOUGH,  JOHN  STOCKTON. 

Election  of,  200 

Sketch  of,  331 
HOUSTON,  EDWIN  J. 

Election  of,  199 

As  a  teacher,  211,  223,  224 

Sketch  of,  331 
HOWARD,  DANIEL  W. 

Election  of,  115 

As  a  teacher,  162 

Promotion  of,  182 

Sketch  of,  331 
HOWES,  ARTHUR  W. 

Election  of,  275 

Sketch  of ,  331 
HUEY,  SAMUEL  B. 

Chairman    of     Central    High    School 

Committee,  266 
JOHNSON,  HENRY  CLARK. 

Election  of,  266 

Resignation  of,  272 

Sketch  of,  332 


JOURNALISM. 

In  Central   High  School,  173-175,  228- 

247 
JUSTICE,  GEORGE  M. 

On  Board  of  School  Controllers,  34 

On  Central  High  School  Committee,  36 

Interest  of,  in  astronomy,  84,  85 

Describes  instruments,  88,  89 
KELLER,  HARRY  F. 

Election  of,  270 

Sketch  of,  332 
KELLEY,  WILLIAM  D. 

On  Central  High  School,  128 
KENDALL,  E.  OTIS. 

Election  of,  41 

On  observatory,  86 

Work  of,  91-93 

Resignation  of,  119 

Sketch  of,  332 
KERN,  JOHN. 

Election  of,  198 

Sketch  of,  332 
KIRKPATRICK,  JAMES  A. 

Graduation  of,  71 

Election  of,  105 

Teacher  of  Phonography,  134 

Resignation  of,  200 

Sketch  of,  333 
LABORATORY,  CHEMICAL. 

Establishment  of,  200 

Development  of,  211 
LACY,  BENJAMIN  F. 

Election  of,  270 

Sketch  of,  333 
LACY,  ERNEST. 

Election  of,  270 

Sketch  of,  333 
LANCASTER,  JOSEPH, 

Educational  theory  of,  14,  15 

Work  of,  in  Philadelphia,  17, 18 
LANDIS,  EDWARD  H. 

Election  of,  275 

Sketch  of,  333 
LEE,  FRANCIS  H. 

Election  of,  275 

Sketch  of,  333 
LKFFMANN,  HENRY. 

Election  of,  202 

Sketch  of.  334 
LEIBFREED,  EDWIN. 

Election  of,  275 

Sketch  of,  334 


INDEX 


LIGHTFOOT,  THOMAS  M. 

Election  of,  275 

Sketch  of,  334 
LITERARY  SOCIETIES. 

Work  of,  237,  242 
LONG,  WILLIAM  J. 

Election  of,  275 

Sketch  of,  334 
LOOMIS,  ELIAS. 

On  observatory,  90-92 

LUJEANE,  ROMAIN. 

Election  of,  179 

Sketch  of,  335 
LYND,  JAMES. 

Election  of,  114 

Sketch  of,  335 
MAAS,  PHILIP. 

Election  of,  275 

Sketch  of,  335 
MACNEILL,  ALEXANDER  J. 

Election  of,  116 

Resignation  of,  182 

Young  Men's  Christian  Association  and, 
187 

Sketch  of,  335 
MAGUIRE,  NICHOLAS  H. 

As  Principal,  171 

Election  of,  176 

On  Civil  War,  191, 192 

Retirement  of,  194 

Sketch  of,  336 
MANDERSON,  CHARLES  F. 

Reminiscences  of  Central  High  School, 

159,  160 
MANUAL  LABOR  ACADEMY. 

Established,  32,  33 
MANUAL  TRAINING. 

Central  High  School  and,  224,  225 
MASON,  WILLIAM  A. 

Election  of,  266 

Sketch  of,  336 
MAURICE,  BERNARD. 

Election  of,  270 

Sketch  of,  336 
MCCLUNE,  JAMES. 

Work  of,  in  observatory,  95,  96 

Election  of,  120 

Resignation  of,  202 

Sketch  of,  336 
MclNTiRE,  HENRY  B. 

Election  of,  275 

Sketch  of,  337 


McMicHAEL,  MORTON. 

On     Board     of     School      Controllers, 
34 

Address  of,  at  opening  of  second  build- 
ing, 141 
MCMURTRIE,  HENRY. 

Election  of,  47 

As  a  teacher,  48-50,  162 

Resignation  of,  180 

Sketch  of,  337 
MECUTCHEN,  SAMUEL. 

Graduation  of,  71 

Election  of,  202 

Resignation  of,  205 

Sketch  of,  337 
MEEKS,  WILLIAM  NEWTON. 

Death  of,  203 

Sketch  of,  337 
MILLER,  JOHN  M. 

Election  of,  266 

Sketch  of,  337 
MITCHELL,  BENJAMIN  W. 

Election  of,  275 

Sketch  of,  338 
MODEL  SCHOOL. 

Established,  17 
MOFFATT,  JAMES  H.  F. 

Election  of,  275 

Sketch  of,  338 
MORRIS,  JOHN  S. 

Election  of,  275 

Sketch  of,  338 
MORRISON,  ANDREW  J. 

Election  of,  205 

Sketch  of,  338 
NEEL,  PERCY  LANDRETH. 

Election  of,  275 

Sketch  of,  338 
NEUFELD,  JULIUS  L. 

Election  of,  275 

Sketch  of,  338 
NEWTON,  JOHN  S. 

Election  of,  200 

Sketch  of,  339 
NORRIS,  ISAAC. 

Election  of,  198 

Resignation  of,  202 

Sketch  of,  339 

NUSBAUM,  LOUIS. 

On  School  of  Pedagogy,  270 
Election  of,  275 
Sketch  of,  339 


392 


INDEX 


OBSERVATORY,  ASTRONOMICAL. 

Bache  on ,  45 

Origin  of,  83,  84 

Construction  of,  85,  86 

Description       of       instruments,       88, 
89. 

Cost  of,  90 

In  second  building,  95,  142 
OBSERVATORY,  MAGNETIC. 

Davidson  and,  76,  77,  79 

Construction  of,  93,  94 

Work  at,  94,  95 
OBSERVATORY,  PHILADELPHIA. 

Establishment  of,  97 
PARKER,  ANDREW  J. 

Scientific  work  of,  217 
PATTEN,  HENRY  W. 

Election  of,  275 

Sketch  of,  339 
PAWLING,  JESSE,  JR. 

Election  of,  275 

Sketch  of,  339 
PEALE,  REMBRANDT. 

Election  of,  51 

As  a  teacher,  52 

Resignation  of,  107 

Ideals  of,  108 

Sketch  of,  340 
PEDAGOGY,  SCHOOL  OF. 

Established,  269 

Record  of,  270 

Expansion  of,  278 

PENNSYLVANIA  SOCIETY  FOR  THE  PRO- 
MOTION OF  PUBLIC  ECONOMY,  THE. 

Established,  13 

PHILADELPHIA  SOCIETY  FOR  THE  ES- 
TABLISHMENT AND  SUPPORT  OF 
CHARITY  SCHOOLS,  THE. 

Established,  11,12 
PHONOGRAPHY. 

In  Central  High  School,  133-136 
PICKERING,  TIMOTHY. 

Work  of,  for  public  schools,  8,  9 
PLITT,  GEORGE  L. 

Election  of,  275 

Sketch  of,  340 
POLK,  JAMES  K. 

Inspected  Central  High  School,  124 
RAND,  B.  HOWARD. 

Election  of,  179 

Resignation  of,  183 

Sketch  of,  340 


REED,  ALFRED  Z. 

Election  of,  275 

Sketch  of,  340 
RHOADS,  JAMES. 

Election  of,  109 

As     a     teacher,     110-113,     162,     163, 
170 

Resignation  of,  202 

Sketch  of,  341 
RICHE\  GEORGE  INMAN. 

Career  of,  195-197 

Inauguration  of,  198 

Night  schools  and,  224 

Resignation  of,  226,  227 

Sketch  of,  341 
RING,  JACOB  G.  H.,  JR. 

Election  of,  180 

Promotion  of,  182 

Sketch  of,  341 
ROESE,  FREDERICK  A. 

Election  of,  115 

As  a  teacher,  164 

Sketch  of,  341 
RORER,  JONATHAN  T.,  JR. 

Election  of,  275 

Sketch  of,  341 
SANDERSON,  JOHN. 

Election  of,  53 

As  a  teacher,  54,  55 

Death  of,  106 

Sketch  of,  342 
SAYRE,  WILLIAM  L. 

Election  of,  266 

Sketch  of,  342 
SCHELL,  HENRY  S. 

Election  of,  119 

Sketch  of,  342 
SCHNABLE,  ELLIS  A. 

Election  of,  270 

Sketch  of,  342 
SCHOCK,  GEORGE  W. 

Election  of,  202 

Sketch  of,  342 
SCHWARTZ,  GEORGE  W. 

Election  of,  275 

Sketch  of,  343 
SCIENTIFIC  MICROCOSM. 

Account  of,  215-219 
SHAW,  OLIVER  A. 

Election  of,  55 

Resignation  of,  56 

Sketch  of,  343 


INDEX 


393 


SHELL,  J.  KINZER. 

On  athletics,  252-256 
SMITH,  ELVIN  K. 

Election  of,  105 

Sketch  of,  343 
SMITH,  T.  GUILFORD. 

Reminiscences  of  Central  High  School, 

160-168 
SMYTH,  ALBERT  H. 

On  teaching  of  English,  208-210 

Election  of,  266 

Sketch  of,  343 
SNYDER,  MONROE  B. 

Work  of,  in  observatory,  96 

Election  of,  201 

Sketch  of,  343,  344 

SOCIETY     FOR     THE     PROMOTION     OF 
PUBLIC  SCHOOLS,  THE. 

Established,  18 
SPAETH,  J.  DUNCAN. 

Election  of,  275 

Sketch  of,  344 
STAR  SIGNALS. 

Experiments  in,  92,  93 
STEPHENS,  LEMUEL. 

Election  of,  183 

Sketch  of,  344 
STEVENS,  THADDEUS. 

Work  of,  for  education,  22 
STRAUBE,  MAX. 

Election  of,  201 

Sketch  of,  344 
STROCK,  DANIEL. 

Election  of,  114 

Sketch  of,  344 
STUART,  GEORGE. 

Election  of,  116,  117 

Sketch  of,  345 
STUDENTS. 

Life  of,  213-215. 

Declamation  contests  of,  233-235 

Literary  Societies,  237 

Athletics,  248-263 

Columbus  Day,  270 

Expansion  of  interests,  271,  278-280 
SURPLUS  REVENUE. 

Used  for  schools,  34,  35 
TAYLOR,  C.  CATHCART. 

On  opening  exercises,  221 
TAYLOR,  FRANKLIN. 

Election  of,  203 

As  a  teacher,  210,  223 


TAYLOR,  FRANKLIN. 

As  President,  265 

Sketch  of,  345 
The  High  School  Journal. 

Account  of,  231-235 
The  Mirror. 

Influence  of,  230 

Founding  of,  242-245 
THOMPSON,  ROBERT  ELLIS. 

Election  of,  272 

Inauguration  of,  273 

Sketch  of,  345 
THOMSON,  ELIHU. 

Election  of,  201 

Promotion  of,  202 

Resignation  of,  204 

Reminiscences  of,  211-213 

Scientific  Microcosm,  215-219 

Sketch  of,  346 
THORPE,  FRANCIS  NEWTON. 

Work  of,  265 

Sketch  of,  346 
TODD,  WILLIAM  CROZIER. 

Sketch  of,  346 
TOWNSEND,  GEORGE  ALFRED. 

Poem     on     Professor     Rhoads,     no, 
in 

Farewell  to  Professor  Hart,  151 

Reminiscences  of,  169-175 

Recitations  of,  222 
UNIVERSITY  OF  PENNSYLVANIA. 

Number   of    graduates    from    college, 
46 

Central  High  School  and,  166 

Scholarships  in,  225 
VALEDICTORY  MANIFESTO. 

Story  of,  185-187 
VAUX,  ROBERTS. 

Report  of,  on  education,  14 

President   of    Board   of    School    Con- 
trollers, 16,  18 
VOGDES,  EDWARD  W. 

Election  of,  119 

Transfer  of,  204 

Sketch  of,  346 
VOGDES,  WILLIAM. 

Election  of,   41 

Retirement  of,  180 

Sketch  of,  347 
WAHL,  WILLIAM  H. 

Work  of,  206 

Sketch  of,  347 


394 


INDEX 


WALKER,  J.  CHARLES. 

Election  of,  275 

Sketch  of,  347 
WALKER,  SEARS  C. 

Interest  of,  in  observatory,  86,  87 

Work  of,  92 
WALLISER,  EMILE. 

Election  of,  275 

Sketch  of,  347 
WEATHERLY,  ULYSSES  G. 

Sketch  of,  347,  348 
WEINRICH,  WILLIAM,  JR. 

Election  of,  275 

Sketch  of,  348 
WHARTON,  GEORGE  M. 

Chairman  of  Central  High  School  Com- 
mittee, 35 
WHARTON,  JOSEPH. 

Election  of,  41 

Sketch  of,  348 


WlCKERSHAM,  JAMES   P. 

On  the  fight  for  free  schools,  10,  n 

On  Central  High  School,  124 
WILLIAMS,  WILLIAM  H. 

Election  of,  121 

Sketch  of,  348 
WILLIS,  HENRY. 

Election  of,  266 

Sketch  of,  348 
WILSON,  JOSEPH  W. 

Election  of,  182 

Death  of,  203 

As  a  teacher,  209 

Sketch  of,  348 
WINES,  ENOCH  C. 

Election  of,  40 

Resignation  of,  55 

Sketch  of,  349 
WOLF,  GEORGE. 

Work  of,  for  education,  19,  21 


THE    END 


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to  NRLF 
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prior  to  due  date 

DUE  AS  STAMPED  BELOW 


DEC  1  6  1991 


APR  55  C  ZOO j 


LD  21-100m-7,'33 


Tb 


U.C.  BERKELEY  LIBRARIES 


B003015M35 


98780 


